The study sought to determine how the implementation of school infrastructure policy influence the performance of construction projects in primary schools in a post-war environment. The study uses empirical data to show that policy implementation on its own is ineffective to realise the policy goals without working through a mediating variable such as changes in practice. The study took a correlational design and was done as a cross-sectional survey targeting a population of 920 headteachers and 86 District Education Officers (DEOs). Purposive and stratified random sampling with replacement was used to sample 257 head teachers and 22 DEOs for the study. Headteachers participated in the study by filling questionnaires while DEOs were interviewed. The study focused on school construction projects done between 2014 and 2018. The findings indicated that policy implementation had little direct linking to the realization of policy goals. School infrastructure policy implementation had an insignificant influence on the performance of construction projects leading to the recommendation that a mediating variable may be needed to bring out the influence. Schools perceived the infrastructure policy positively but were hampered in its implementation by a shortage of funds. Lack of access to the entire policy by various headteachers and failure to train the headteachers on the policy were both impacting the policy’s implementation at the school level negatively. The study was limited to the 13 regions of Somaliland. Whereas much is known about policy and construction projects in general, this study focused on school infrastructure policy implementation and how it influences the performance of construction projects in a post-war environment in a poor country, an area with scanty current literature.