Tourism literature has highlighted the growth in tourism education as an important area in institutions of higher learning since the 1980s (Fidgeon, 2010; Liburd, Hjalager, & Christensen, 2011; Sheldon, Fesenmaier, & Tribe, 2011). This phenomenon is attributed to the growth in the global tourism industry, and the consequent need to develop a pedagogical understanding of tourism and hospitality studies. By the nature in which it is developed, the tourism industry has been critiqued for the many ways it operates as a tool for economic development, with its several impacts on socio-cultural systems and natural environments. A critical area of concern is the industry’s inextricable links with historical processes of colonialism (Britton, 1982). In the words of Kincaid (1988), tourism destinations are mostly relegated to a subservient position and recolonized by the industry which mostly does not serve them. The colonial history of African countries has left marks in many sectors of the African society, including higher education (Ocholla & Ocholla, 2020). Tourism education is not an exception as it is a fairly recent pedagogical area, developed as a response to global tourism trends. This research was birthed as a result of my desire to investigate tourism education in Ghana’s University of Cape Coast and its relationship with colonization. I conducted my doctoral fieldwork conducted at the University of Cape Coast, Ghana from September 2022 to January 2023 to unpack tourism and hospitality education and colonization relationships within the cultural contexts of the University of Cape Coast’s (UCC) Hospitality and Tourism Department. At this time, I examined the departmental library as a case in order to learn how colonial power relations are reinforced and/or resisted within this academic space. Ocholla and Ocholla (2020) argued that academic libraries have played a complex role in the history of colonization, both as sites of colonization and as sites of resistance. These libraries have been used to promote the values, beliefs, and knowledge systems of the colonizers, while also marginalizing and erasing the knowledge, beliefs, and languages of the colonized. Guided by Grosfoguel’s (2007) and Chambers and Buzinde’s (2015) tourism’s epistemological decolonization I conducted one-on-one unstructured interview sessions with staff of the library, undergraduate and graduate students of the department to analyze participants’ perspectives. I also examined the library resources available to students and faculty as additional sources of information. Initial findings reveal that the Department of Hospitality and Tourism’s library has been a place of colonial reinforcements and resistance. Specific findings show that the acquisition of library resources, the collection and preservation of materials, and the absence of non-dominant cultures, languages, and knowledge systems are some of the ways in which the department library is implicated in prioritizing Western knowledge even in an African context.