Singapore is recognized for its success in supporting students' academic development. This success is mainly attributed to the close tripartite relationship between the Ministry of Education (MOE), the sole National Institute of Education (NIE), and Singapore schools, which enables systemic changes to spread throughout the school system. Less recognized is that for nearly 30 years, Singapore also has had holistic student development as a central policy priority. This report examines Singapore's journey toward holistic student development. It begins with an examination of the macro-level context, the evolving purposes of schooling, and the progression of reforms supporting those purposes, with attention to ways holistic student development emerged as a priority alongside academic development. It continues by examining ways that change infrastructures have accumulated throughout this policy progression, with an emphasis on how infrastructures supporting holistic student development have emerged from (and alongside) infrastructures supporting students' academic development. It then examines complicating conditions arising both from a longstanding shadow infrastructure supported by parents and, more recently, by the COVID-19 pandemic. It concludes with three key recommendations for policy.