This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to carry out various changes in the models emphasised in the teaching of language. Such changes have been undertaken in view of improving proficiency in communication as well as performance in various examinations. This is especially apt during this era when there is a dire need and great aspirations towards evolving Cameroon into an emergent nation by 2035. Findings derived from different educational stakeholders, including pedagogic inspectors, as well as school administrators, teachers and students from secondary schools located in the North West and South West regions of the Republic of Cameroon have been used in this investigation. Questionnaires, observations and interviews were employed to elucidate the information analysed in this study.