This thesis uses a theoretical framework comprising Education Equity Theory and Socio-reproduction Theory to analyse teacher deployment policy in relation to providing equal access to quality secondary school education with the aim of bridging the gap between the rich and the poor. Using qualitatively-driven mixed methods approach, the study was conducted in selected Conventional Secondary Schools (CSSs) and Community Day Secondary Schools (CDSSs) in four districts of Shire Highlands Education Division (SHED) of Malawi. Data was collected from questioners, interviews, ministry and school documents. Data was analysed to find out how teacher deployment policy is performing in allocating teachers in CDSSs and CSSs with regard to four key factors; academic qualifications, experience, motivation and work commitment of teachers/head-teachers. With regard to the four key factors, the study finds teacher deployment to be biased in favour of CSSs. Consequently, CSS students (majorly rich) are getting high quality education and go on to get university degrees with higher chances of securing lucrative jobs while CDSS students (majorly poor) get less quality education and fail to go on to get university degrees and have little chances of securing lucrative jobs. Hence, the gap between the rich and the poor continues to widen. Therefore, the study concludes that the working of the teacher deployment policy, at least in SHED, is partially contributing to the widening gap between the rich and the poor in Malawi