The concept of the Competency-Based Approach (CBA) is far from being fully stabilized. It is understood in very different ways and translated through a number of variants in training curricula. There is a lack of support and involvement of teaching staff in secondary health sciences schools (ITM and IEM) in the implementation of the reform. So the CBA appears and remains as a slogan. This study aims to assess teachers' knowledge of the Competency-Based Approach and its application in the ITM/IEM of the province of Sud-Ubangi. This is a descriptive study. The data were collected using the survey method with the interview technique from 61 teachers in 4 schools including the ITM Salisa/Libenge, Molende/Tandala, Tobongisa/Banga-Bola, Saint Joseph/Bokonge. Graduate teachers dominate with 51% having done, for nearly 31% the hospital sector (19/61), followed by those who have done teaching and Administration in Nursing with 18% (11/61), then doctors with 13% (8/61). Teachers have enough knowledge on the APC but have not been formally trained. They accuse gaps in the use of educational documents in particular training and evaluation references. They sometimes use skills references. They certify a significant insufficiency of materials for the correct application of the APC. They are partially integrated into a pedagogy focused on the APC. This lack of impregnation of the teachers surveyed is linked to the lack of continuing training; the lack of mastery of the different methods used in APC and the insufficiency of educational documents, the lack of support on the APC during the school year and the bonus for mediocre services. A contextualization of the implementation of the APC is essential as an appropriate solution with continuing training and the development of a set of efficient monitoring and support strategies can contribute to the integration of the APC and the improvement of the quality of training of learners according to the standards of the health sciences education department.