Abstract: This study examined the effectiveness of integrating community-based learning (CBL) into the Competency-Based Education (CBE) curriculum in public primary schools in the Rift Valley Region, Kenya, and its relationship with household income levels. A descriptive-correlational research design was employed involving 847 participants comprising learners, teachers, head teachers, and Quality Assurance and Standards Officers. Data were collected using questionnaires, interviews, observation checklists, document analysis, and figures. Quantitative data were analyzed using descriptive statistics and Spearman’s correlation, while qualitative data were analyzed thematically. Findings revealed moderate integration of CBL across all learning areas. Home Science/Agriculture recorded the highest integration levels, followed by Physical and Health Education, Science and Technology, Mathematics, English Language, and Social Studies. Teachers used locally available materials, demonstrations, group work, storytelling, field visits, hygiene activities, and problem-solving tasks to link learning with community experiences. Observation findings confirmed learners’ active participation in cooking, agriculture, hygiene and sanitation, comm unity clean-ups, and science model construction using local materials, indicating strong experiential learning. Spearman’s correlation results showed no statistically significant relationship between household income levels and CBL integration across subjects. However, significant positive inter-subject correlations indicated a systemic cross-curricular implementation pattern. The study concludes that CBL integration is influenced more by institutional and pedagogical factors than household income. It recommends strengthening teacher capacity, school–community partnerships, and resource support to enhance effective implementation for improved learner outcomes in primary education in Kenya’s competency-based education system context overall implementation.