In the light of the Millennium Development Goals (MDGs) and efforts to promote Education for All by 2015, this study focuses upon the nature and causes of pupil retention problems in isolated rural ethnic minority communities in Botswana. The theoretical framework for this study is derived from a critical review of the international literature relating to ethnocentrism, education and social reproduction and postcolonialism. The empirical dimension of research consists of detailed case studies of four linked schools in the Ngamiland - North West District of Botswana. Fieldwork was carried out in these schools and their communities over a period of three months during 2007. This consisted of field observation, qualitative interviews including life history/narrative of personal experiences, and the s examination of documentary sources.