This text is a guide to the reading and interpretation of the "good practices" that are developing in the countries participating in this project and elsewhere. A systematic approach to the factors making up a "good practice" has enabled us to share our analyses in a more structured manner and to reflect on their potential for learning and change, their peculiarities and regular features, as well as their sustainability outside certain particular contexts and specific forms of support. What can we learn from these "good practices?" Can they influence educational policies on both the administrative and pedagogical levels? Can they become strong points in strategies aimed at improving school life and pupils' results? Under what conditions? These are some of the questions that guide this text on "good practices." The analysis of the answers to these questions has enabled us to identify a number of minimal conditions that are necessary for a good practice to have some effect on education policies. Moreover, it opened up new lines of questioning which can be pursued.