In the wake of national educational reform, the author discovered a secondary education style where all students were taught through centrally aired TV-lessons beaming from a studio in the capital city. In order to understand the motive behind the reform and its impacts on teaching, the author collected qualitative data for critical analysis. Collection of policy documents is the key method for analyzing the reform discourse. Empirical data were also collected through informal interviews held with teachers and students. Classroom observation of teaching-learning events was also conducted. Critical Discourse Analysis strategy was adopted to analyze the qualitative data. The resulting key themes spotlighted that a pragmatically necessary reform was hijacked by the states' ideological desire to control teachers and students charged with the weak philosophy of technological determinism.