Christian missionaries have been foundational in the history of education in sub-Saharan Africa. Colonial governments left education exclusively in the hands of missionary agencies, whose desire was to propagate the Christian faith. Mission schools became a barometer of Africa's development or lack of it. In the eyes of European missionaries, the Africans were 'savages' to be civilised, 'cursed sons of Ham' to be saved, 'big children' to be educated. For them, there existed no African culture, no religion, only foolish superstitions and tribal customs. The education remained Christian and Colonial in outlook, with little or no room for African traditional religious beliefs and practices. It attempted to wipe out every trace of Africa's indigenous cultural heritage and knowledge systems. The study seeks to highlight the inequalities created by Western Missionary Education through religious education, which did not take into consideration the context and experience of the African. It also seeks to foreground the necessity for action, reflection and evaluation to reduce inequalities. The research employs a nationalist historical approach to better understand the political, cultural and institutional practices that impacted the lives of Africans and missionary influence. The study posits that missionary evangelisation through religious education and colonial subjugation left a deep trauma in the African soul, leading to the rise of inequalities