Non-governmental organizations (NGOs) have become an increasingly important factor in education globally. The social structure in developing countries such as Ghana has created a need for government to work with NGOs in the educational system to reach out to children and provide quality basic, primary education, especially in rural communities. However, there are still challenges in the discharge of their duties due to challenges in collaboration with all stakeholders. This case study addressed the perception of stakeholders regarding NGOs' influence on Ghana's educational system to better understand the influence and impact of NGOs on education in Ghana's rural communities. The advocacy coalition theory was employed. Ten volunteers participated in the interview regarding the perception of NGOs' influence on the education system in rural districts. The findings established that NGOs are perceived as complementary agents to the Ministry of Education (MoE) and partner leaders, but their objectives are dependent on the intentional coalition of stakeholders. NGOs' support to MoE and partner leaders is crucial because it helps provide quality teaching and learning to the children. Decision-making bodies of MoE and partner leaders may be the beneficiaries of this study for positive social change through policymaking, supervision on implementation, monitoring, and evaluation of NGOs interventions for early child development, and free compulsory universal primary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]