For the past decade, Finland has been lauded for consistently being a top performer on international assessments of student achievement. Having spent 25 years in the Ministry of Education, and then another 8 as director general of the National Board of Education, I am heartened by these accomplishments—but I am also concerned about how they are being interpreted by policymakers around the world. Much has been written about what we did from the mid-1960s to the early 2000s; the mechanics of our transformation have been well documented. Much less has been written about our values. But those values not only determine the overall shape of the reforms, they also sustain broad support when problems arise, guide day-to-day decisions, and ensure that all of the pieces—from curriculum to teacher preparation to assessment to budget allocations—fit together.