Cameroon educational development has continued to be a subject of numerous national and international debates since the introduction of formal education in the country in 1844 till date. The question that is usually asked and has received varying response is what type of education for Cameroonian Schools. While educational experts have provided responses to this question from several perspectives very few studies have addressed the issue for a responsive curriculum making from the lens of curriculum change and planning at the different levels of schools on which considerable efforts have been made in providing quality education since the introduction of formal education. One way of doing this is to go back to the historical evolution of curriculum issues in Cameroon as a starting point in charting a part way for a responsive curriculum that appropriately addresses the current need of the individual and society. The study argues that the evolution of education in pre-colonial and colonial Cameroon was characterized by the curriculum concepts of continuity, change and resistance to change. Using the narrative approach, the study attempts to articulate the arguments in discussing the historical evolution of the educational development with respect to pre-colonial curriculum issues, colonial curriculum issues, education under the German protectorate, education in French occupied Cameroon, and education in the British occupied Cameroons.