Much glowing rhetoric has been mouthed and printed lauding the miraculous achievements of Zimbabwean education in the post-independence period. But how much has been myth and how much hard fact? Public and private figures talk about restoring our education to “excellence”. Certainly there were excellent aspects and segments, but is it correct to characterise the system as excellent? In comparison to many other African nations, Zimbabwe could certainly boast of both quantity and quality, but is the low standard achieved by others the measuring stick we should be using, or should we be looking at what was done in comparison to what might have been done? Or at least should we not be telling the truth about what was done and the legacy it left?