This paper is informed by a premise that there is a lot misinterpretation of current events in Cameroon history. This paper argues that this misinterpretation owes it roots to the inadequate representation of historical facts in history text books in Cameroon schools in both the French and English speaking sub-systems of education. The post-colonial administration have consciously ensured that the content of historical knowledge is controlled so as not to inject friction and the attempt by one group in particular- the former British Trust territory /Anglophone Cameroon to stick to their cultural heritage-Anglophone Saxon system of education. This measure is followed by systematic attempts to harmonize both systems. In this way the state will have full control of the historical content that is taught in Cameroon schools. Comparatively, the Anglophone text books handle only the facts of history and treat the subject as an entity. The Francophone text books are a merger of history and other discipline such as geography and economics in a single text book. Secondly history is not treated as an entity. In as much as its harmonization policy has met with stiff resistance from the Anglophone sector, the representation of historical fact in the text books is inadequate, to give a full understanding of historical interpretation in this part of Cameroon. This paper made use of primary and secondary sources in the form of articles, newspapers, book chapters and books. The paper therefore, concludes that this has given room for historians, teachers of history and the general public to ascribe different meanings to different events and arriving at different conclusions based only on some of the fact and not all the facts. It further holds that in the French sector historical knowledge is grossly insufficient for the students and the public to understanding contemporary issues with reference to the colonial, post-colonial and contemporary events in Cameroon historiography.