[8][17] The first principal and co-founder, Kofi Konuah periodically travelled to some of the major towns in each region of the country to organize entrance examinations for students, so as to offer the brilliant but needy among them the opportunity of education in the Accra Academy.

Their aim of founding the academy was to democratize access to quality education for students from disadvantaged backgrounds who could not enroll at elite institutions due to financial constraints.

Recognizing Ghana’s shifting economic landscape, he emphasized science, mathematics, and business education, equipping students with skills critical to the nation’s development.

To elevate teaching quality, he established specialized roles for subject experts and fostered collaborations with international institutions, bringing expatriate educators to the school.

Quarterly staff meetings and inspections became cornerstones of his administration, ensuring adherence to high standards while professional development programs empowered teachers with new pedagogical strategies.

He offered bursaries and scholarships to cover tuition, books, and living expenses for underprivileged students, while orphans found guardianship under the watchful care of Form Masters.

He also introduced a pioneering work-study programme that allowed poor students to offset fees through school maintenance roles, which also instilled in them a sense of responsibility and self-reliance.

His pastoral approach also included home visits by staff members to assess the living conditions of non-performing students in other to offer them tailored assistance.

The J. K. Okine Era stands as a transformative period in the history of Accra Academy, marked by significant academic diversification, infrastructural growth, and a strengthened school identity.

J. K. Okine made a significant impact by employing an entirely Ghanaian teaching staff which was intended to reflect the increasing pool of qualified local educators.

The curriculum of the academy was also expanded to include various subjects and it transitioned into a 4-stream institution which allowed it to admit more students and offer an even broader range of educational opportunities.

The PTA played a crucial role in fostering stronger cooperation between parents and educators, helping to address student welfare and academic performance.

This initiative provided a stable source of funding for school projects, allowing Accra Academy to invest in long-term improvements without being reliant on fluctuating government support.

The era was characterized by a successful blend of technological advancements, discipline, cultural enrichment, and infrastructural growth, ensuring that Accra Academy remained a leading institution in Ghanaian education.

Mrs. Beatrice Lokko was initially appointed as Acting Headmistress of Accra Academy in November 1996 while a search was conducted for an alumnus to assume the role of Headmaster.

After a year-long search proved unsuccessful she was confirmed as the first Headmistress of Accra Academy in November 1997 and became the first Ghanaian woman to head a boys’ senior secondary school.

Accra Academy’s participation in extracurricular activities flourished during this time as the school won the maiden VALCO Soccer Tournament in 1997 and performed admirably in national quizzes and debates.

In 2012, Philips installed a solar-powered LED lighting system at the school’s football park, making Accra Academy the first institution in West Africa to use this technology.

The Samuel Ofori-Adjei Era left a lasting legacy at Accra Academy, characterized by infrastructural development, academic excellence, and increased alumni engagement.

Further improvements included the refurbishment of the Arch Gate and staff common room, the commissioning of a new fountain, and the introduction of an E-Library to enhance students’ access to digital learning resources.

The BLFI sought to address financial challenges arising from the Free Senior High School Policy and other underfunded government programs by creating a sustainable revenue stream.

During an interactive session, Master Gerald Mensah impressed Mr. Walker with a proposal to reduce plastic waste, earning him an invitation to experience a day as High Commissioner.

Weekend disturbances caused by events hosted on campus, such as rentals of the Assembly Hall and Interact Square, as well as classes for distance learning students from the University of Education, disrupted the boarding school environment.

In response, alumni groups, corporate bodies, and the PTA donated trunks, toiletries, garments, provisions, stationery, and relief items for the 179 affected students.

Alumni groups, including the Accra Academy Old Boys’ Association (AAOBA) and ACASMA, stepped in with donations of PPEs, ensuring the safety of students and staff.

The AAOBA President, Mr. Emmanuel Bruce-Attah, delivered a lecture on reviving patriotism and selflessness among students and emphasizing the importance of upholding the school’s founding principles.

Under Mr. Fiemawhle’s stewardship, Accra Academy demonstrated resilience and adaptability, overcoming the disruptions caused by the pandemic and continuing to uphold its reputation as one of the foremost secondary educational institutions in the country.

[56] In 2023, the class of 1986 opened up a newly built edifice for an ICT laboratory in fulfillment of a promise the group had made in 2017 at the school's speech and prize-giving day.

They are usually characterized by bonding activities that include the singing of popular school songs called Jamas and the playing of table tennis, football and snooker.

Others in the fine arts include visual artists; Prince Gyasi, Bright Tetteh Ackwerh, and Ray Styles, and sculptors; Eric Adjetey Anang and Constance Swaniker.