Higher education in post-independence Africa remains trapped in foreign knowledge systems, despite decades of strong cries to replace them with Afrocentric systems. The purpose of this dissertation-in-practice was to evaluate the Africanization of an undergraduate program at a college in Southern Africa. Using the CIPP Model of evaluation, a formative Input evaluation focused was conducted on a newly developed Bachelor of Theology degree. The evaluation included a document analysis of the pre-implementation plans, academic policies, program design, and the curricular learning objectives, resources, and summative evaluations of student performance. The program evaluation focused on five characteristics of Africanization and contextualization: curriculum, language, resources, instruction, and policy (financial barriers to student access and personnel hiring and promotion). The program demonstrated strong Africanization in instruction, policy, and curriculum with language and resources as weaknesses. The evaluation included eight recommendations for strengthening the program Africanization across all five characteristics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]