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As the universalization of primary education has become a central factor in countries’ global competitiveness, nations round the world are engaging in alternative approaches for educational provision initiatives aimed at reaching the disadvantaged nomadic pastoralist groups. Among the strategies in use are mobile schools, as a Non Formal Education (NFE) approach. Mobile schools are weighed down with challenges of implementation and its graduates being integrated into the formal system of education, hence threatening its survival. This study presents the findings of a qualitative multiple case study conducted on mobile schools aimed at exploring the challenges facing provision of education to the nomadic pastoralists of Turkana County, Kenya. This study used bottom-up policy implementation theoretical approach. The findings of this study indicate that inadequate number of teachers; lack of teacher motivation; lack of community awareness and sensitization on importance of schooling; lack of food and water for both human and livestock; and unavailability of health services as the key challenges. The study recommends more teachers to be employed, teachers motivation be improved and a multifaceted approach in education provision in order to promote the sustainability of this form of education provision through mobile schools.