Background: Uganda's competence-based curriculum mandates prioritization of locally available materials in secondary education, premised on assumptions of enhanced contextual relevance, reduced costs, and improved accessibility. However, the pedagogical effectiveness and equity implications of this policy remain critically unexamined. Objective: This study critically examined the implications of prioritizing local materials in Uganda's CBC implementation, specifically analyzing teachers' experiences and challenges, assessing relationships between local materials usage and competency development, and examining effects on educational equity and global preparedness. Methods: A concurrent mixed-methods design was employed across 36 purposively selected secondary schools stratified by location, type, and region. Quantitative data were collected from 450 teachers through structured questionnaires and 1,800 students through competency assessments, analyzed using descriptive statistics, ANOVA, multiple regression, and chi-square tests. Qualitative data from 48 teacher interviews, 12 head teacher interviews, 8 curriculum specialist interviews, 24 student focus groups, and 72 classroom observations were thematically analyzed using NVivo 12, with findings integrated through convergent analysis. Results: Statistically significant differences emerged in student competency scores by school location (F=42.73, p