Generally, the Nigerian education system is characterized by deteriorating facilities and equipment; inadequate textbooks and other teaching materials; poorly stocked libraries, unequipped laboratories, poor administrative and managerial strategies, insufficient or incompetent teachers among many others. These and more are the responsibilities the government sees as being far from what it can solitarily contend with, thereby making a clarion call for external involvement of different agencies, organizations and other partners as donors. The World Bank has been identified to have pragmatically responded to this call. However, despite the role of World Bank through Better Education Service Delivery for All (BESDA) Operation Project in the FCT to increase equitable access for out-of-school children and improve literacy, the level of educational development in the FCT appears to have not achieved desired result. This study examines BESDA and the challenges of improving basic education in the Federal Capital Territory (2014-2024). The study was built within the framework of structural functionalism theory. It employed mixed research design comprising of qualitative and quantitative research methods drawing data from primary and secondary sources. Questionnaire was used and accompanied with in-dept interviews. Secondary sources of data reviewed existing literature from journals, online articles, and research projects. Result collected and analyzed in the study showed that respondents agreed that inadequate infrastructure and learning resources, inefficient budget implementation, corruption, insecurity and population explosion are some of the general challenges faced by BESDA in its efforts to improve basic education by increasing access for out of school children in AMAC. The challenges also include inadequate funding of planning, inadequate planning tools, inadequate educational planners, the poor capacity of educational planners, political influences, political instability and lack of reliable data/information. The study recommends that to improve the quality of education in Nigeria, a favourable atmosphere and a conducive environment must be provided to encourage the donors’ full involvement, when the atmosphere is secured and favourable, more organizations/agencies would be willing to come into partnership with the country in assisting her for meaningful educational development.