The focus of this chapter is the relationship between the 1989 United Nations Convention on the Rights of the Child (UNCRC) and schooling. The Convention is proposed as a relevant and practical lens through which our thinking about schooling might be re-evaluated and re-energised. The UNCRC is seen as reflecting developments in society’s thinking about children and its focus on the best interests of children and young people is regarded as critically important. Tensions between some traditions within schooling and the underlying values of the Convention are put forward as giving rise to particular challenges for educational policy makers and practitioners. The challenges range from the conduct of day-to-day relationships to the curriculum, from governance issues to leadership practices. Some implications for teacher-education are also discussed.