This research aimed at investigating how Rwanda’s lower primary school teachers understand teaching values using stories and the techniques they use to teach these values. Data of this study were collected qualitatively using interviews, observation, and document analysis techniques. Research participants were lower primary school teachers who teach Kinyarwanda subject in which stories are mostly taught. The data collected were analysed using the thematic content analysis method. Data analysis yielded two themes: teachers’ views on teaching values via stories and techniques that teachers use for values education via stories. Research findings revealed that teachers do understand the role of stories in instilling values among children, and they use some motivating techniques while telling stories. However, results of this research show that the implementation of values education via stories is still problematic because some teachers ignore completely the teaching of the values embedded in the stories; instead, they prioritize teaching language skills. Moreover, competence-based teaching and learning which is in use in Rwanda is sacrificed to teacher-centred. It was recommended that teachers should give value to its status of being one of the key competencies that the Competence Based Curriculum (CBC) framework in Rwanda focuses on, and they should use constructivism mode of teaching and learning to enhance quality values education.