In examining the implementation of policy change on schools in rural and remote settings the work undertaken is both original and compelling. The work is written by an author whose close connection to the study location is clear right through the work and this ensures that the inquiry reported is well grounded in the complex and contradictory realities of educational leaders and head teachers in rural Ghana as they experience a series of educational reforms across the country.The study articulates the author’s inquiry into the “problem” of the on-the-ground roll out of Ghana’s educational Reform 2007, and in so doing has brought into strong relief the barriers and constraints that impacts and contradict the linear rationality of top-down education reform. The contribution the study makes is particularly striking because it highlights points of comparison with situations that challenge and confront the reader to rethink systemic reform in more productive, less instrumental ways. Through its focus on one rural district in a developing nation it can be applied to reforms across African Education. The study is intended to be informative for policy makers and practitioners in Ghana.