Since the Dakar education forum of 2000, Kenya has committed herself to universalizing basic education. However, it faces the challenge of class repetition in both primary and secondary school levels has indicated by the government concern through a circular number MOE/HRS/3/7/4 to schools in 2013 (ministry of education, 2013). The World Bank noted with concerns that 6% of school going children repeat a class annually in the country (World Bank, 2014). Policy guidelines in Kenya has faced varieties of challenges in its implementation stages (McConnell, 2014; Gacheche, 2010) and this study sort to identify fundamental issues that need to be addressed so as to enable the class repetition policy to be a success not a failure. The study found out that research is essential in policy and quality of education should be a concern in the implementation process. Teachers play a crucial role in creating a new approach to teaching and handling of emerging issues in learning environments. The study recommended for a need assessment of the impact of the policy on academic performance and school infrastructure. Teachers being implementers of policy should be agents of change in any success of policy in education.