The purpose of this paper is to examine the effect that foreign aid has on the primary schools in Kenya. In this paper we use Bourdieu’s theories of habitus, fields and capital to analyze how the foreign aid organization, USAID affects the quality of education in the MCEDO primary school. Since the term ‘quality of education’ is subjective and varies dependent on culture and geographical location, we have decided to use UNESCO’s imperatives for quality of education. We analyze parental involvement in primary schools and a teacher-training program funded by USAID, in order to examine whether these are factors that increase the quality of education. This paper will also present empirical data, in the form of conducted interviews with two Kenyan primary school headmasters. This paper will also discuss the presence of Western values maintained by foreign aid in the Kenyan education system.