The book seeks to explore the lived experiences of Ghana’s ICT in Education Policymakers and their impact on ICT education in Ghana. The book used one of the model senior high school as a phenomenological case study to explored how ICT policy is being implemented. The findings of the study have shown that as much as Ghana’s ICT in education policymakers have immensely worked towards the development of the ICT policy document, the implementation of the policy was fraught with operational and leadership challenges. The implementation process was bedeviled with problems such as inadequate ICT facilities, poor Internet connectivity and lack of capacity of teachers to integrate ICT in education. Students were not given enough time to practice their computer competency skills and the inability of the government and school’s management to provide ICT facilities to the computer laboratories. Most of the computers were broken down and some were obsolete. It was evident from the findings that computers and the Internet were dominant ICT facilities used in the school. Other ICT facilities were not not been used.The book recommended pragmatist approaches to address the precarious situation.