This article explores the appropriateness and implications of adopting and adapting the business-oriented concept of "best practice" in international schools. Because businesses and international schools tend to have contrasting goals and time-frames within which they seek to achieve their objectives, it is expected that "best practice" in schools will differ from "best practice" in the corporate world. A model of "best practice" that suits the needs of international schools should also acknowledge the shift in approaches to learning from behaviourism through cognitivism to constructivism. It is argued that best practice in international schools should focus on achieving the goals of the mission statement in a manner that adapts flexibly to meet the individual needs of each student, includes ongoing professional development and feedback for teachers, and emphasizes a clear separation of governance and management.