The Competency-Based Approach (CBA) is a teaching method that fosters real development since it seeks to render learners functional in their communities through the use of acquired skills. The problem is, although Cameroon has adopted the practice of the CBA in its primary and secondary schools, it has not replaced the Objective-Based designed curricula with Competency-Based structured curricula. Teacher training institutions like Higher Teacher Training College, Bambili, will be obliged to use the CBA upon graduation but do not train on the CBA. The consequences are enormous! In order to mitigate the challenges that student teachers in Cameroon face with regard to understanding and using the CBA to meet expected learning outcomes, the paper argues that a blend of the ideals of Anele Michael’s Cinema for Human Development (C4HD), Shadrach Ambanasom’s Socio-Artistic Theory and the CBA mind-set in the course of training teachers is an effective way to foster genuine development. The study focuses on the Higher Teacher Training College in The University of Bamenda to demonstrate how a filmmaking process and a literary theory can harness the merits of the CBA. Specifically, a blend of these three development approaches can help or encourage student teachers to appropriate the learning outcomes of the Competency-Based Approach and, most especially, use this tripartite setup to help their learners become active development agents to themselves and other community members.