This study interrogated the newness of Uganda’s competency-based curriculum (CBC) in comparison with the curriculum of the 1920s to show how it enhances learning and improves learners’ ability to reach their full potential. It poses a philosophical question: Is the CBC enabling learners to bring out their best as God created them to be than the curriculum of the 1920s did? The study unravels the continuities and discontinuities in the two curricula. The study compared the main components of curricula such as aims of education, structure, school requirements, expected generic skills, subjects, pedagogy, language of instruction, and assessment during the European education (EE) and CBC in Uganda. This study used the qualitative approach, employing the phenomenological design. The sample comprised five key informants (KIs), 22 indepth interviews (IDIs), and archival data complemented by secondary data. The data was analysed using thematic analysis. The findings revealed that although the CBC was introduced, its implementation did not reflect genuine innovation. Instead, it largely repackaged the old one of the 1920s under a new label, giving rise to the apt characterisation of the reform as “new wine in old bottles” within the existing education system. It was concluded that the continuity of the previous curriculum is still evident within the CBC, resulting in it being considered “new wine in the old bottles”. It is recommended that the Ministry of Education and Sports (MoES)should undertake a comprehensive philosophical reexamination of Uganda’s education system. Curriculum reviews should focus on substantial structural adjustments rather than superficial rebranding. It is essential to allocate sufficient resources for comprehensive teacher retooling before implementing curriculum changes. Additionally, there is a need to shift from a teacher-centred approach to a genuinely learner-centred pedagogy with enabling environment where learners actively participate in knowledge construction. Assessment systems should be reformed to acknowledge the diverse competencies and abilities of learners and ethically imperative to enable learners to realise their full potential during curriculum development.