The literature review showed the relationship with the lesson study with other practices such as CPD [continuous professional development], SBI [school-based in-service teacher training] through Peer learning altogether contributing to the implementation of Rwandan CBC [competence-based curriculum]. Lesson study practices showed tremendous successes, however, lack of the time for doing the steps of lesson study, lack of the teaching materials to accommodate CBC, big number of learners in a classroom, low level of learners, and English language problem to both teachers and learners were screened out by stakeholder-teachers as the challenges met while performing it. Therefore, in order to improve lesson study practice, the lesson study activities must be decentralised in all schools, teachers should well prepare the lesson to teach, they should be encouraged to work through SBI, and provide much training. Since teachers need enough nonteaching time to participate in CPD opportunities and to put their learning into practice by developing new lesson plans (Save the Children, 2011), therefore, district education and school leaders should participate (Ndihokubwayo, Habiyaremye, & Rukundo, 2018) and the lesson study should be allocated in school timetable and the students should be sensitised to learn and relate the lesson by real life.