The ideal context for competence-based education (CBE) in the global south appears elusive with negative ramifications on both the teacher and the student. Using Ghana as a case study, this article shines light on the research question: What are the contexts and the implications of the contexts in which agriculture is taught on competence-based education? Drawing on a mixed methods approach involving cross-sectional data on 112 students, 238 teachers, and qualitative enquiries involving key informant interviews, and on-site observations. The findings showed inadequate facilities and low enrolment in agriculture. Specifically, 34% of pre-tertiary schools had less than 5% of the total student population offering agriculture. Theory-based pedagogies still dominate contrary to the core principles of competence-based education, culminating in students limited hands-on exposure that demotivates teachers and learners. We recommend the Ministry of Education focuses on competence-based education by increasing funding allocation to address the inadequate facilities, classrooms, and equipment needed for the effective teaching, learning, and the practice of agriculture. This article argues for sustained investment and conscious efforts directed at addressing challenges constraining CBE to allay the myths, drudgery, and low potentials ascribed to agriculture, with an ultimate aim to motivate the youth to pursue agriculture as a career and game-changer in providing self-employment and resolving the high unemployment phenomenon in the sub-region.