This chapter aims to discuss the role of curriculum in shaping the quality and accessibility of education from the point of view of children who are victims of forced displacement. It argues on the kind of mainstreaming and synergy needed between the prescribed curriculum and the background as well as the needs of the students. The arguments specifically focus on the case of forced migrant children in the Horn of Africa. This study adheres to the qualitative approach where case study research design is used. The researcher’s research experience in the education of refugees, internally displaced persons (IDPs), and children in forced migration serves as the major source of information. The data collected from Jewi Refugee Camp for the author’s dissertation serves as a foundation to come up with this chapter. Hence, the response of the 25 refugee children in Jewi Refugee Camp is duly considered. Additionally, the data obtained from the author’s research experience involving the response of children in different statuses is considered. This involves five street children in Addis Ababa, seven children who live in orphanage centers and temporary settlement camps run by local NGOs, children in forced migration who may or may not have the status of refugees, internal and international migrants, and IDPs. To substantiate this, a critical review of the literature was made. The tools used to collect data for this research are questionnaires, interviews, field notes, and document analysis. By questioning the existing trends in the education for children in forced displacement, the author proposes the need to ensure the relevance of the education provided for children in forced migration to their background, culture, context, and need, which is referred to as the BCCN model.