This paper reflects on aspects of dictionary culture in African language communities. It demonstrates how weak lexicographic traditions in African languages and present pedagogical practices in the public schooling system of African countries militate against the establishment of a thriving dictionary culture. This is against the gains made from the 1990s when the production of mother-tongue dictionaries gained traction in African languages and some efforts to provide for the integration of dictionary pedagogy in schools. The unavailability of dictionaries and the exclusion of dictionary pedagogy are identified as major challenges. The paper thus reiterates the need for the empowerment of teachers through formal training and also for the collaboration between lexicographers and other stakeholders as long-term solutions to the identified challenges.