In many sub-Saharan African countries, the endorsement of the 1990 Education for All (EFA) and the 2000 Millennium Development Goals agreements have resulted in the introduction of "fee-free" education policies in recent time. Yet, in 2015 it is becoming unlikely that education for all will be attained, as it has not been achieved through previous pledges. Using a "processual analytical approach", this paper examines literature from disparate sources to exemplify challenges faced by countries in the sub-region in their attempt at getting children from disadvantaged communities to enrol in primary education. In the process, the paper contends that "new" research is needed to examine how political imperatives and democratic processes impinge on implementation of EFA policy initiatives in the sub-region. This endeavour, the paper argues, is necessary to unearth the commitment, progress and constraints of sub-Saharan African governments (as well as commitment of international donor countries and agencies to helping the sub-region) towards meeting the EFA goals.