This paper investigates the educational philosophy and practices of Achimota School, which was established in the Gold Coast Colony (the southern part of today's Ghana) in 1927 as the governmental model school for leadership education. Achimota's education aimed to develop leaders who were "Western in intellectual attitude", "African in sympathy". To fulfil this objective, Achimota attempted to develop a curriculum that took into account the sociocultural background of African students while trying to provide an education on a par with that available at English public schools. The paper first examines the discourse surrounding the establishment of a model secondary school for African leadership, which involved diverse groups of people--colonial officials, missionaries, European educationists, traditional chiefs and African nationalists--and then reviews the relevant educational philosophies of the twentieth century. Finally, the paper describes the Achimota education as experienced by students, a mixed product of English public school tradition and "African tradition". Regardless of the efforts to balance the two "traditions", what was actually created was a new Achimota culture that selected essences from different "traditions" and remoulded them for a novel purpose. (Contains 5 tables and 1 figure.)