This article investigates socialist China's pedagogic treatment of individuality between 1949 and 1958, with a focus on the debates concerning "all-round development" and "teaching in accordance with aptitude," two principles that clashed regarding students' individuality. It reconstructs how educational bureaucrat and theorist Zhang Lingguang spearheaded the debates in "People's Education," China's leading educational journal. Building on the existing idealistic, critical and cultural perspectives on the debates, this article offers an analysis of power dynamics on three levels. Interpersonally, bureaucrats and ideologues were in conflict with ordinary teachers from local schools. Institutionally, "People's Education" mediated between the Ministry of Education and teachers nationwide, while managing its accountability. (Inter)nationally, the debates were conditioned by the changing Sino-Soviet relationship, and by the Hundred Flowers Campaign.