It might seem anachronistic to talk about decolonisation today.However,despite the arrival of political decolonisation,the Cameroonian higher education system is still to a great extent,faced with colonial education formats inherited from former colonial education systems.As a result,tertiary educational institutions in Cameroon have not been able to appropriately serve their citizens and completely utilise their potential to impact local economic development.This study aims to problematise and interrogate the colonial legacy of poor quality education and how that needs to be decolonised in contemporary areas of the structure,culture and function of universities,western orientation curriculum,teaching methods,and funding policies.It suggests not only what needs to be decolonised,but also how to undertake this process of decolonisation.Likewise,it involved interviews and documentary analysis.Initial findings submit that transformation needs to be preceded by a process of decolonisation of higher education and in the process proffer a range of strategies that could lead this operation.More importantly,this study would yield some strategic policy options and insights that will be essential in addressing the current challenges and problems facing Cameroons institutions of higher learning.