Non-formal education (NFE) has been described as an organized systematic educational activity occurring outside the framework of the formal school system. In Ghana, it became one of the strategic windows for developing human resources for social participation and better livelihood. However, after many years of implementation of varied NFE programmes, the challenges for which it was initiated still remains. The question is: What has been the conceptual and programming disjuncture in the formulation of NFE as a community empowerment tool in Ghana? The purpose of this study is to investigate into the conceptual and programming disjuncture in the formulation of NFE as a community empowerment tool using the Nadowli District of Ghana as a case study. This paper uses a qualitative approach and relies on data from interviews and focus group discussions from stakeholders including directors, facilitators, learners, graduates of NFE and others.