The main purpose of this study was to understand better the education quality measures implemented in the Community Day Secondary School (CDSSs) as a result of CDSS policy reform. Using a mixed method design where both quantitative and qualitative methodologies were used, a total of ten CDSSs were sampled (five urban CDSSs and five rural CDSSs). The two sets of schools have different experiences which enriched the study and ensured wide coverage of issues in the CDSSs. The study revealed that while the education authorities in Malawi put in place operational procedures for policy implementation, those entrusted to do the job were not doing it. If they did it, then it was not to the expected standards. This reflects a problem with the coercive nature of policy formulation and implementation. Further, most students in the CDSSs, have poor perceptions of their school environment which they believe is not conducive enough for good quality of education to be achieved. Finally, the Malawi Government has not lived to its policy promise on provision of adequate teaching and learning resources to the CDSSs to make them at par with CSSs. Most CDSSs still lacked even the most basic teaching and learning materials. In terms of actual implementation of the CDSS policy reform, this study observed that the policy-makers had not taken their responsibility to regularly monitor its implementation. The result was that problems affecting the implementation of the policy reform could not be addressed on time. The end result is a contradiction between the policy intent and what is actually practiced on the ground. The problems highlighted impact negatively on the quality of education offered in the CDSSs. This was manifested in the poorer national examinations results of the students in the CDSSs as compared to CSSs. It was therefore, generally recommended that those given the responsibility of implementing the policy reform should do so with a greater degree of dedication and commitment. In addition, those responsible for formulation of education policies should regularly go down to the ground to check if implementation is being carried out as designed.