This research investigated the implication of the Boko Haram insurgency on basic education in Borno State, Nigeria. Continuous violent attacks by the group have resulted in the destruction of school buildings, the displacement of both teachers and pupils, and significant interruptions in the teaching and learning process. A qualitative research design was employed, with a case study approach adopted to gain deeper insight into how the insurgency has affected the educational sector. The study population consisted of 54 stakeholders, including education secretaries and school inspectors across the 27 local government areas of the state. From this pool, nine participants were purposively selected—three from each senatorial zone—based on their availability, accessibility, and direct involvement or knowledge regarding basic schools and the insurgency’s consequences. Data collection relied on semi-structured interviews and key informant interviews (KIIs), which were suitable for eliciting comprehensive accounts and perspectives from respondents. Data were analyzed thematically, with manual coding supported by NVivo software to enhance accuracy and reliability. The findings indicated that the insurgency has gravely weakened basic education in Borno State, manifesting in the destruction of facilities, the killing and abduction of teachers, loss of academic time, displacement of learners, and prolonged school closures due to insecurity. The study concluded that these disruptions have undermined children’s educational foundation in the state, posing a serious threat to long-term human capital development. It was recommended that government and stakeholders urgently rehabilitate damaged schools, provide adequate security for staff and students, offer psychosocial support, and adopt alternative learning strategies to ensure continuity of education during periods of conflict.