To what extent does the adoption of consociational power-sharing affect the design and implementation of education reforms? This article maps this territory through rich and detailed interviews collected in Lebanon, Northern Ireland, and the Former Yugoslav Republic of Macedonia in 2012-2013. Insights from these interviews are corroborated by evidence from the first large-scale dataset of educational provisions in intrastate peace settlements (the Political Agreements in Internal Conflict [PAIC] dataset). There is strong evidence that the values and practices of power-sharing affect the implementation of education reforms: they constrain syncretistic (integrationist or assimilationist) initiatives and enable pluralistic reforms. Analysis of the PAIC dataset also suggests a relationship between the adoption of power-sharing and the inclusion of education reforms in peace agreements: pacts including power-sharing are more likely to also include pluralistic education reforms. Beyond their implications for the theory and practice of postconflict education reform, these findings inform research on peace agreements and on the factors conducive to successful power-sharing.