In northern Nigeria, over 80% of the unskilled and uneducated adolescent street boys, or "Almajiris", are from the ethnic Hausa-Fulani tribes. They depend on street begging and menial jobs for daily survival. In dealing with the situation, state vocational centers were established as the Millennium Hope Project (MHP) to provide the boys with trades and skills for self-reliance and socioeconomic transformations. This article presents findings from an educational policy evaluation research study of the MHP implementation and outcomes. The research was based on an ethnographic approach using multimodal data derived from interviews and observations and data analysis-involved transcription, categorization, and coding. Major themes include the cultural identities and statuses of the boys, curriculum implementation and management of the project, socioeconomic transformation of learning outcome, and the challenges and positive impacts of the MHP on the boys. The themes are discussed using the boys' "voices" and pertinent literature. The conclusion includes educational policy remedies for future reforms and modification of the project.