This paper reflects on the key actors in education policy making in Zimbabwe. It looks at the contextual complexities that characterized policy-making in this country to make sense of the contestations that the state had to confront and accommodate. The policy network approach is employed as an analytical framework to clarify how, in particular non-state actors, have had an impact (or not) on educational governance through influences on policy. Policy documents, research reports and the reactions of non-state actors to these aspects are examined to explore the impact of the latter on policy making. The significant roles of the various policy networks are also given attention to establish how they have affected the reconfiguration of the state. The argument developed is that in spite of the ostensibly strong state, education policy formulation has been a product of compromise between policy networks and the predilections of those in office. As a political and contested enterprise it had to accommodate both local and international concerns.