For at least the past decade, political leaders and policymakers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which ICT can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation. This paper’s argument is centered on and informed by ICT-in- education projects that are increasing in number, yet still often lack necessary pre-project assessments, enumerated goals for outcomes, or an understanding of what technology can and cannot do. The paper introduces a case study of an ICT-in-education project in rural Uganda that offers important lessons to inform similar projects in the future, as well as government-led policy initiatives.