This study examines the education policies and education sector strategic plans of Somaliland. For this purpose, qualitative research was adopted and data were collected from reviewing education policies, education sector strategic plans, the joint review of the education sector analysis reports, and the curriculum frameworks of Somaliland. Besides, data were obtained through key informant interviews with purposely selected five higher officials of the Ministry of Education and through focus group discussions. Findings suggest that since its inception, the Somaliland education system was influenced by the Western curricula and the current education policy practice also has its own shortcomings to address the required access, equity, relevance, and quality of education. The lack of standardized policy frameworks, low funding, scarce resources, a limited number of qualified teachers and educational leaders, lack of unified curricula, absence of national language instructional policy, low enrolment, and high dropout rates of students, lack of favourable school environment, and shortage of required education data were among the major challenges deterring the education policy practices of Somaliland. Accordingly, establishing a well-designed education framework; developing unified national curricula and language policy; enhancing the quantity and quality of teachers and school leaders; increasing the education budget and educational resources, and improving the quality assurance and data systems in the country are some of the major practical implications.