This study examined the perceptions of teachers regarding the effectiveness of Kikamba teaching and learning materials in scaffolding competency development in lower primary education in Kenya. Although Kenya’s language-in-education policy advocates the use of indigenous languages in early-grade learning, concerns persist regarding the pedagogical relevance of available instructional materials. Guided by Mwaniki’s (2004) Language Management Approach (LMA), the study adopted an evaluative case study design. Data were collected from teachers and headteachers using structured questionnaires and interviews. Findings revealed that teachers perceived Kikamba teaching and learning materials as effective in enhancing learners’ comprehension, classroom participation, literacy acquisition, communication skills, and cultural identity. The materials enabled learners to interact more meaningfully with classroom content by using a familiar language and, culturally relevant learning experiences. Teachers further indicated that the use of Kikamba instructional materials promoted learner confidence, active classroom engagement, and improved understanding of concepts in lower primary education. The study concludes that Kikamba language teaching and learning materials play a significant facilitative role in scaffolding competency development in lower primary education. The study recommends strengthened policy support for indigenous language instruction and increased investment in the development of culturally relevant and curriculum-aligned Kikamba teaching and learning materials.