In our literature review, it was evident that teacher unions, specifically Zambia National Union of Teachers (ZNUT) and Secondary School Teachers Union of Zambia (SESTUZ), played a role in the formulation of the re-entry policy in Zambia. However, the literature lacked clarity on the implications of involving teacher unions in this policy formulation process. To address this gap, our study aimed to explore and describe the implications of engaging teacher unions in the formulation of the Re-Entry Policy. Employing the dimensions of ontology, epistemology, and axiology, we utilized a qualitative case study design conducted in Zambia. The study population included 20 Teacher Union Representatives from ZNUT and SESTUZ and directors from the Ministry of General Education (MoGE). Following Creswell (1998) and Morse (1994) recommendations, we sampled 26 participants, conducting interviews with 11 union representatives and 4 directors until saturation was reached. Ethical clearance was obtained from the University of Zambia Directorate of Research and Graduate Studies. Our findings revealed positive implications of involving teacher unions in the Re-Entry Policy formulation. These included grounding the policy in the reality of the education system, fostering ownership and buy-in, ensuring inclusivity, promoting quality education, and providing support for implementation. However, negative implications were also reported, such as delays in decision-making, conflicts of interest, inflexibility, excessive demands, and a lack of diverse perspectives. The study emphasizes the crucial role of teacher unions in education policy formulation and implementation, asserting that their involvement is pivotal for policies to be effective, practical, and inclusive, ultimately benefiting teachers, students, and the education system as a whole.