Schooling is a critical topic in Myanmar's socio-political discourse that involves multiple interests and actors. Different stakeholders deploy schools for various ends, such as the training of workers, cultural subjugation, identity preservation, religious imposition, political propagation and social control. This article identifies the main stakeholders and traces their strategies for pursuing their interests across the development of schooling. The article also highlights the correlated implications of schooling and socio-political conflicts throughout the history of Myanmar.