This study focuses on a â€-Critical Analysis of the Communication Strategies of Selected Development Projects in the Federal Capital Territory of Nigeria, Abujaâ€-. The study is basically a qualitative, descriptive research and has Desk Review and Field work as its Primary and Secondary sources of its Data collection. The field work which anchored on the Participatory Learning and Action underpinning methodological theory used the tools that encouraged Participatory Communication such as Key Informant Interviews, Focus Group Discussions, Transect Walks, Community Mapping, Pair-wise Ranking in order to arrive at the findings of the research. The Research used Paulo Freire's (1997) theory of Dialogical Pedagogy, complemented by Fierlbeck's (1989), theory of Social Interaction, where both Teacher and Student work together to solve problems on an equal footing through co-operation that sterns from communication and social interaction for the achievement of a desired revolution or change. The theories stressed the need for the dialoguers' collaborative process to make, remake and transform reality. The research therefore critically analysed the communication strategies that were used in carrying out selected Development projects in the Federal Capital Territory and found out that while the Fadama III, Integrated Agricultural project at Kekeshi Community in Abaji Area Council used communication strategies that were bottom-up and participatory and therefore achieved a level of success and sustainability, the Millennium Development Goals Water Scheme and that of the Resettlement of Garki Village Indigenes to Apo projects, recorded failures which the researcher attributed to the use of communication strategies that were top-down, one-way, gated, trickle-down and protectionist in nature. The researcher therefore drew inferences and concluded that participatory communication in development is only not necessary, but compulsory if sustainable development is to be guaranteed