Thailand has launched an emerging border school policy since 2010 under the ASEAN community framework. It was considered national and international circumstances which focus on establishing close cooperation among neighboring countries. This paper analyzes the conditions that have influenced the effectiveness of implementing Thai border school policy focusing on the Thailand-Cambodia border. The conceptual framework is based on contemporary education policy implementation in practice and research developed by Honig (2006). The research employs a descriptive mixed-methods strategy that has gathered data from policy stakeholders by survey questionnaires, interviews and field study. The findings reveal that several conditions in dimensions among policy design, the people, and places hindering successful policy implementation. In the policy design, the key influential issue was having an adequate budget and regular allocation. Also, policy goals must be suitable for each school in each local context and practical guidelines. Having quality implementers with strong specific knowledge and skills was a significant factor in people dimension for successful implementation. In terms of implementing units, readiness and capacity of the school were vital aspects that must be mentioned. The organizational restructuring of the central unit and its regional offices affected border school policy implementation as well. Additional conditions that helped policy implementation effectively included research and development concerning ongoing evaluation, the vision and attitude of administrators, and integrating similar agencies to work together. Furthermore, maintaining stakeholders embedded positive attitudes is essential to motivate those for policy participation. Paper co-authored with Ke Sen.