This paper draws lessons from an ongoing empirical study of legal education in Africa. It bemoans the lack of emphasis on African Customary Law in the traditional law curricula and how it is affecting the development of the processual paradigm in dispute resolution. It will be argued that the law curricula, in its present form, does not reflect the African conception of justice and that the skills currently emphasised are geared for an adversarial system that is associated with the rule-centred paradigm based on a positivist orientation of Western dispute processes. The presenter’s thesis is that a more “comprehensive” skill set is required in African legal education that incorporates knowledge and skills associated with African dispute processes. The paper challenges the treatment of Customary Law as an isolated/subordinate discipline in the training of lawyers in Anglophone Africa.