This paper extends a conversation begun at a conference in Cracow in 2007 – Re/forming Education: Linking Schools, Universities and Communities for Democratic School Reform, during which we were discussing different approaches to educational reform and examples of initiatives. In summarizing the conference sessions we decided that there were three critical concepts extracted from our presentations and arguments and essential to the whole discussion about schools. The first concept was democracy and the conditions for operating a democratic society, thereby enabling a democratic education. The second concept was cooperation/communication, including the conditions that create a framework for all our activities. Finally, the third was systemic change and the dilemma of whether or not schools alone can create fundamental changes in society (Mazurkiewicz, Fischer, Armaline 2008). Those three concepts create a space and offer a structure for deliberation about numerous, diverse factors shaping education. It is important to help people involved in the decision making process (in both countries and the world) to understand how their mental models (Senge 2002), programs (Hofstede 2000), beliefs and values shape education and schools in their countries. We continue that conversation in this paper by exploring educational reform through the three generative concepts, with particular focus on where we all might go from here. What have we learned in our respective countries and through our respective efforts? What have we accomplished and how have our efforts fallen short?