This volume examines the applied and theoretical frames of reference that operate in the Gulf Cooperation Council (GCC) and probes the relevant aspects of scale, proportion, and the grounding of education in the Gulf region. The five papers included in this volume discuss elements of policy and curriculum, teachers and teacher identity, students and student identity, and social conditions that affect teaching and learning in the 21st century in the GCC states. Together, these papers raise and discuss issues of critical importance as we plan for education in the GCC for the 21st century.