Utilising a case study approach and backward mapping principles to policy implementation, this study set out to explore how well district and province's e-learning officials are equipped for the task of implementing the national e-Education policy. Qualitative methods were employed to capture data through interviews and document analysis. Data were analysed using grounded theory methods. Analyses of e-learning official's constructions about information and communication technology implementation in schools yielded patterns in their understandings of policy implementation. Findings were fourfold. First, district and provincial e-learning leaders superficially understood the e-Education policy, missing policy intent of their role as policy intermediaries. Second, they perceived their role mainly as policy conduits focusing on the dissemination of the policy to schools. Third, the compartmentalisation of directorates performing the same function lacked communication, interaction and coherence. Fourth, district's capacity and lack of competence impacted negatively on their ability to implement policy and support schools. This study suggests that for intermediaries to be effective implementers of policy, they need to become teachers of policy. In order to achieve this, it becomes necessary and crucial for them to participate in the process of policy formulation, appropriation, interpretation and the learning of policy. However much policy makers may have wished the districts to be able to perform what official policy aspired to, the reality is otherwise.