Storytelling is a ubiquitous practice dating back to 4000 BC (Abrahamson, 1998). Storytelling, as an effective communication tool and, has helped propagate societies' traditions and culture. Storytelling has also gained popularity in education globally due to its pedagogical advantages, mainly helping students remember information (Morris, 2015). Research has suggested that storytelling improves interpersonal relationships (Agosto, 2013), which is pertinent in Christian schooling (Cox, 2014). In Kenya, a new national curriculum, a competency-based curriculum (CBC), was introduced in 2018. The new curriculum is geared toward helping learners develop 21st-century competencies to meet the market expectations of the country's development agenda--Kenya Vision 2030 (Government of the Republic of Kenya, 2007). Prior to implementing the CBC, a needs assessment revealed that teachers and headteachers vouched for storytelling as one of the most preferred approaches to teaching the CBC in primary schools (Kenya Institute of Curriculum Development, 2016). This study aimed to investigate the effectiveness of teaching through storytelling compared to teaching through a traditional teaching approach in Kenyan Christian schools. The stories were developed using Egan's story form model. A convenience sample of Grades 2 and 3 students in a rural Christian School in Kenya was taught the Geometry content of the CBC. The study employed a true-experiment pretest-posttest control group design. A two-way analysis of covariance did not yield a statistically significant difference between the posttest scores of children taught using a storytelling teaching approach and those taught using a storytelling approach in both Grades 2 and 3. However, storytelling elicited notable enthusiasm, and the storytelling approach groups posted slightly higher mean posttest scores. This study had limited reliability due to the small sample size (N = 40). However, there were some implications for teachers that emerged from this study and suggestions for future research to explore further the use of storytelling with the newly introduced CBC in Kenya. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]