The purpose of this study was to explore how Namibian high school teachers experienced the ICT policy for education in their schools. This mixed methods sequential explanatory design consists of two distinct phases: quantitative followed by qualitative (Creswell & Plano Clark, 2011). Quantitative data collection involved the distribution and collecting of questionnaires across the country and to all high schools. A total of 40% of the high school teachers responded to the survey. Qualitative data included purposeful sample interviews with eight high school teachers and their principals and classroom observations of these teachers. Results reveal that teachers are at an early developmental stage of technology use. Moreover, teachers' use of technology for teaching and learning reflect a rudimentary understanding of the overall policy goals. The creation and implementation of the technology policy clearly highlights that teacher's classroom and school context were not taken into account. Data points to limited support to teachers for implementation and lack of institutional readiness. The data findings support the need to develop more cohesiveness between policy and implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]