Despite substantial investment in basic education, the effective implementation of the Universal Basic Education (UBE) Policy in Nasarawa State continues to be constrained by significant challenges, while the strategies considered most capable of addressing those challenges have not been systematically documented from the standpoint of the personnel who implement the Policy on a daily basis. This situation necessitates a systematic assessment of the challenges confronting implementation and the strategies required to improve it. The objectives of this study were to identify the major challenges affecting the implementation of the Universal Basic Education Policy in Nasarawa State, and to examine the strategies that can enhance its implementation and improve educational development in the State. The study was anchored on the Policy Implementation Theory of Mazmanian and Sabatier (1983), complemented by Human Capital Theory (Schultz, 1961; Becker, 1964). A mixed research design was adopted, involving the collection and analysis of both quantitative and qualitative data. Quantitative data were obtained through the administration of questionnaires, while qualitative data were sourced from Key Informant Interviews and secondary materials such as scholarly literature and official reports. The study population comprised ten thousand, two hundred and forty-five (10,245) personnel of the Nasarawa State Universal Basic Education Board (NSUBEB), drawn from officials, education secretaries, head teachers, and classroom teachers across six selected Local Government Areas, namely Akwanga, Wamba, Karu, Keffi, Lafia, and Doma. The sample size was determined using Yamane's (1967) formula, yielding a sample size of 385, approximated to 389 for administration purposes. Out of the 389 questionnaires distributed, 381 were returned, while 8 were not returned. A multistage sampling technique combining simple random and purposive sampling was employed. The findings revealed that inadequate funding, shortage of qualified teachers, weak monitoring and evaluation, and poor educational infrastructure constitute the major challenges affecting implementation, Based on these findings, the study recommends improved and timely release of intervention funds, sustained teacher recruitment, targeted infrastructural investment, and strengthened monitoring and evaluation mechanisms to improve the implementation of the Universal Basic Education Policy in Nasarawa State.