In this chapter we examine the significance of global Education for All (EFA) policy and practice in the context of educational development in West Africa, particularly in relation to the concept and goal of country ownership. More specifically, to illuminate key successes, opportunities and challenges at the global-local interface of efforts to achieve quality basic education for all, we present a case study of EFA policy and practice in The Gambia. Our analysis, in addition to being influenced by the authors’ decades of professional experiences and observations in the field of education in The Gambia, is based on data drawn from semi-structured interviews with government officials and representatives from civil society involved in EFA policy and advocacy, as well as document analysis. Our findings, set against the backdrop of globalization and its effects on education policy and practice, reveal both tensions and opportunities with respect to EFA in particular and policy ownership more broadly.