Based on a multi-site ethnography of three distinct Ghanaian secondary schools and drawing on the Contextual Interaction Theory (CIT), this research explored teachers' perceptions of the implementation of Ghana's Free Senior High School Policy. The study employed document analysis, participant observation, and semi-structured interviews. The analysis revealed that teachers viewed the policy as well-intentioned and appeared motivated to implement it. Yet the teachers argued that in FSHSP, the Ghanaian government was pursuing both political and educational objectives. Nevertheless, the implementation was constrained by school-specific factors, including and especially resource scarcity. There was also a massive information gap resulting from the absence of a codified policy document. Further, the study explored the political and economic context surrounding the policy's enactment while emphasizing the need for interaction/cooperation between and within the various stakeholders or policy actors to successfully implement the policy. This study contributes to theory development regarding the role of context in the policy process, highlighting how micro and macro dynamics affect policy implementation.