Abstract This paper discusses Paulo Freire's philosophy of education and its implications for educational policy and practice in Botswana schools. Freire (1921-1997) was a Brazilian who was committed to the education of the impoverished people in his nation. He believed that education could either be for liberation or domination. His philosophy of education focuses on the struggle for the liberation of the poor. He advocated" education for liberation that was directed at the physical and mental liberation of the colonized communities and liberation from the subtleties of colonial domination"(Vanqa, 1998, p. 130). Freire rejected the? banking method'of teaching/learning which he believed minimized the learners' ability to think critically. He proposed the problem-posing/problem solving method as he believed this would help learners to think critically and challenge the world. For Botswana, Paulo Freire's educational philosophy implies that the school curriculum and the teaching-learning processes should be reviewed to empower students to contribute to their own education, to participate actively as subjects rather than as objects in the teaching-learning processes.