Recent literature has stressed the importance of colonial history in understanding present-day differences in development. In Sub-Saharan Africa, it has been argued that the British colonial legacy was more growth inducing than others, especially because it favored education and human capital accumulation. This paper uses the division of German Kamerun between a French and a British part after WWI as a natural experiment to identify the causal effect of colonizer's identity on education outcomes. I estimate a border discontinuity favoring the British side for cohorts schooled in the 1920s and 1930s. However, the discontinuity disappears and even inverses in the late colonial period, as the French start investing more in education. For the most recent cohorts, I find no discontinuity in school attendance or primary school completion, but a discontinuity favoring the English-speaking side in secondary school completion (explained by a higher rate of repetition in the French system) and in the percentage of Christians.