Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on "silent" borrowing, i.e. non-acknowledged processes of policy transfer. The paper argues that keeping processes of policy transfer "silent" can also follow a logic of legitimation, depending on which patterns of legitimation are favoured in a political culture. Three propositions are argued in the paper, using the case of Sweden as an empirical example: (1) educational policy-making in Sweden has been heavily influenced by international discursive currents; this, however, has largely been left unacknowledged by policy-makers; (2) The educational research community has largely followed the official image of policy-making in its exclusive focus on the national context; and (3) Silent borrowing was so prevalent in Sweden for a long time because political culture was characterised by a powerful myth of rationality and national superiority, favouring strategies of legitimation other than explicit borrowing. (Contains 12 notes.)