This study critically examined Uganda's Competence-Based Curriculum (CBC) through decolonization and neocolonialism theoretical frameworks to determine whether the curriculum represented genuine educational sovereignty or perpetuated external control over Uganda's educational system. Employing a convergent parallel mixed-methods design, the study recruited 450 participants across six stakeholder groups (curriculum developers, Ministry officials, development agency representatives, teacher training instructors, practicing teachers, and education scholars) from 12 purposively selected districts representing Uganda's four geographical regions. Quantitative data collected through validated questionnaires were analyzed using descriptive statistics, Pearson correlations, one-way ANOVA, and multiple regression analysis, while qualitative data from key informant interviews, focus group discussions, and document analysis underwent thematic analysis and critical discourse analysis. The findings revealed that international development agencies played a dominant role in CBC conceptualization, design, and financing, with stakeholders perceiving high levels of external influence (M=4.12, SD=0.68) and strong alignment with Western educational frameworks (M=3.98, SD=0.74). External influence demonstrated significant positive correlation with Western framework alignment (r=.687, p