The instructional delivery methods in many Ghanaian tertiary institutions are characterized by rigid curricula with little or no classroom discussions and interaction. These practices restrict creativity and transformation as students are separated from inquiry and only perform the role of listening, memorizing, and repeating the thoughts and ideas teachers narrate. Students lack exposure to learning environments that are conducive to cultivate critical thinking skills and develop critical consciousness. This qualitative case study explored how problem-posing education informs the instructional delivery methods in a Ghanaian university. The study focused on problem-posing education, a principle of Paulo Freire’s critical pedagogy as the framework for the study. The study purposefully selected 11 participants (two faculty members, eight students, and one administrative staff) who provided substantial data and deeper meaning and understanding of the phenomenon. The data revealed that problem-posing education informs the institution’s instructional delivery methods through problem-based curricula content, entrepreneurial skill development, and feedback/partnership opportunities. The study’s findings indicate that problem-posing education advocates cognition and transformative learning.