This chapter explores how Estonia became Europe’s top performer on PISA, without that being the goal. It unpacks social and education policies and practices and interventions that have helped build a high-equity high-performing education system. These include policies and initiatives fostering equity, inclusion, learner autonomy, teacher and school principal professionalism, autonomy and responsibility. Stakeholder engagement has led to longstanding cross-party agreements on the purpose of education. Thanks to investments into evidence- and results-based planning those agreements have been generative-productive. Eighteen months of paid job-protected parental leave encourages early responsive parenting. High levels of investment into preschool education help give children a good start in life. There are national curricula, but schools reinterpret those, creating their own curricula. Stakeholders and government took bold decisions such as the digitalisation of education at a point when the idea seemed utopian. They invested in free school meals, support for students in difficulty and voluntary formative assessment systems. No less important was a shift to favouring school self-evaluation over external inspections. In addition, the system generates substantial easily accessible and user-friendly data, including perceptions of well-being, autonomy and connectedness, not just examination results. This builds internal and external accountability and contributes to stakeholder collective efficacy.