This chapter examines the struggle of Uganda to democratize its educational system by implementing universal secondary education. On the surface, the educational policies of Uganda appear to be laudable and democratic, but, when implemented through the Ministry of Education and Sports into the schools and eventually the classrooms, schooling as experienced by children is repressive and undemocratic. Using the frameworks of democratic theory, liberation theory, and anti-colonialism, the author analyzes the policy context as well as the unintended consequences of Uganda's implementation of universal secondary education. The chapter concludes with policy observations to be avoided in developing nations' efforts at universal secondary education.