The study on Competence-based training (CBT) is not a unique experience ever exercised in different scenarios of learning experiences. While this education is vastly practiced in vocational education and training world - wide, it has gained a paradigm shift in Rwanda: encouraging the hands-on activity and the sense of self-employment. This model has been adopted through the influence of constructivism theory which dwells largely on learner-centered orientation. Though the practice in Rwanda has taken over four years since its inception and that graduants from this system are already in the market, the study seeks to assess the feeling, competence, accessibility in the market, and future prospects of such candidates. The study has developed a null hypothesis to test if there is a significant difference between CBT curriculum and the actual skills gained by learners on the ground. The study used a descriptive approach and inferential statistics to determine results. An independent Sample T-test and ANOVA were employed to analyze significant differences of variables in the study. The target population was 140 candidates and a random sampling of 56 candidates was selected to become respondents of the study. The overall results indicated that CBT program has indeed helped improve the lives of youths in Rwanda.