Over the years, Europe and other developed countries have remained destinations for many Africans for education purposes at undergraduate and post-graduate levels. Even in the contemporary periods, African scholars continue to troop out of the continent in pursuit of research grants, fellowships and conference opportunities in developed countries. This trend has various implications for the development of education in Africa. Thus, this chapter uses the post-colonial theory to trace the origin of this trend and discusses its implications. Using data collected through the documentary method, the study submits that colonial education, which was modelled after the colonial masters’ education system and meant to serve the interests of the colonialists, disarticulated African indigenous education and planted inferiority complex in the psyche of Africans, which till the contemporary periods, made knowledge production in Africa dependent on the assistance and direction of developed countries. The study recommends that Africans should begin to cultivate and promote the “think home” ideology and work towards developing indigenous education systems. Such indigenous education systems, which should be tailored to produce independent critical thinkers with developmental minds for wealth creation are urgently needed for the continent.