This study assessed stakeholders' perceptions of enhancing students' acquisition of life skills competencies through social science curricula. It was guided by an objective that reads to assess stakeholders' perceptions of improving students' acquisition of life skills competencies through social science curricula. The study was carried out in Mbeya, Chunya, Mbarali, Rungwe and Kyela districts of the Mbeya region in Tanzania, using a case study research approach. The study sample was sixty-five (65) respondents. An interview was used as a data collection method. This study recognises Geography, History and Civics curricula as social science curricula. It indicates that the perceptions of stakeholders of improving students' acquisition of life skills competencies through social science curricula are theoretically applied with no life skills orientations. The application of the curricula lacks workshops, experiments and comprehensive fieldwork activities which could add value to students during the acquisition of life skills competencies. It was realised that the curricula are teacher-centred whereby teachers prepare notes for students to copy. It is a banking model where the teacher deposits notes to students while students remain as a receiver of everything from the teacher. Students are directed to copy, read and reread notes for them to pass the national examination which helps to join the next level of schooling. It was noted that the curricula prepare bookish students with no life skills competencies. The curricula do not offer an opportunity for failure and those who pass the exams but cannot proceed with further studies due to the extreme poverty of family. It is recommended that the ministry of education, science and technology is responsible for making sure that social science curricula are implemented practically.