This report explores teacher issues and policies in sub-Saharan African countries via three interrelated questions and methods, each of which is discussed in turn. First, the paper presents the state of issues related to teaching and learning in sub-Saharan African countries. Recent data and evidence, obtained from international, regional, and national databases for numerous sub-Saharan African countries are presented that speak to the state of teacher issues and conditions of service for teachers. Second, the paper outlines national policies and educational plans germane to teaching and learning in 11 sub-Saharan African countries. A third section of the paper highlights reasons why educational policies and plans may not be sufficiently salient to substantially influence the classroom practice of teachers.