Faced with the imperative to adapt to an environment marked by the internationalization of higher education and education policy transfers, universities in French-speaking sub-Saharan African countries adopted in 2006 a new policy called "Bachelor-Master-Doctorate (BMD) reform." Given the importance of the role of the actors in the implementation of a public policy, this study was designed to analyze the appropriation of the BMD reform by students in Burkina Faso. Based on a definition of appropriation consistent with the sociology of public action, we examine how students interpret the BMD reform and their attitude and behavior toward it. Data gathering involved a survey questionnaire administered to 531 students in 2014. The findings show that students have limited knowledge of the reform, and moderate adherence and low commitment to its implementation. In addition, appropriation factors are related to students' sociodemographic characteristics.