The purpose of this study was to explore the Jamaican Rastafarian Development Community (JRDC) School in rural Ethiopia. The author explored the school's integration of Rastafarian culture and spirituality on pedagogical practices. Analysis of the perceptions of the school by members of the surrounding community and other stakeholders at the school, including students, parents, teachers, and school leaders, aided in addressing the major research question: How well did the JRDC manifest the vision or shared goal of the Rastafari movement in the form of the K-8 school in the town of Shashamane? Using a conceptual framework based on the work of Freire (1970), this study's author highlighted the process of emancipatory pedagogy within the workings of the school and its influence in the community. An Afrocentric paradigm combined with the theories of West (1993) served as the basis for framing the research process. The author found evidence of the existence of themes developed by the conceptual framework such as Afrocentric and spiritual pedagogy; however, there were opposing factors present at JRDC. These factors were present as a result of the culture of dependency in rural Ethiopia and the post-colonial Western instructional styles predominant in the school. Implications from this study address curriculum planning to support the identity development of students of African descent in developing countries as well as among Diasporic populations.