Achieving gender equality in and through education is at the heart of the human rights agenda, a pathway to social justice and the key to achieving the transformational 2030 Agenda for Sustainable Development (Global Partnership for Education [GPE], 2019) To this end, global and national education frameworks emphasize the importance of gender-responsive policies. InMalawi, theMinistry of Education (MoE) introduced the National Girls’ Education Strategy (NGES) in 2014, among other interventions, to guide efforts in promoting quality girls’ education, equity, and inclusion. Despite a revised NGES in 2018, many Malawian girls still face challenges in accessing, retaining, and completing education at all levels. Yet, literature on the implementation of the NGES remains limited. In addition, effective implementation requires interpretation and execution by stakeholders at all levels. However, implementation challenges at school-levels remain underexplored. Recent studies have underscored the importance of school-level stakeholders in policy development and implementation, noting that institutional-level policy change is often complex and non-linear. In this regard, this study explored the level of awareness of school-level stakeholders and their perceptions regarding the implementation of the revised NGES in two public secondary schools within the Bwaila cluster in Lilongwe. The study was guided by Honig’s (2006) three-dimensional theory of education policy implementation. A qualitative case study design was employed. Data were collected through semi-structured interviews with head teachers and teachers, Focus Group Discussions (FDGs) with students, and document analysis. Thematic analysis revealed low level of awareness of the NGES among the school stakeholders, varying perceptions about the NGES, unavailability of the NGES document in schools, inadequate resources and funding, lack of on-going support and sensitization efforts at school and community levels. Notwithstanding these challenges, the findings highlight the need to explore how “informal institutional practices” shape the implementation outcomes, particularly, of education policies aimed at promoting gender equality.