Students and the professor of a doctoral-level class, titled Educational Reform, studied eight philosophical traditions in the West that have had great influence on the preparation and development of teachers and administrators in the US. The eight philosophical traditions that we studied included (a) perennialism, (b) essentialism, (c) progressivism, (d) reconstructionism/critical theory, (e) information processing, (f) behaviorism, (g) cognitivism/constructivism, and (h) humanism. The authors each self-assessed our individual stances in relation to the philosophical traditions using the "Educational Philosophies Self-Assessment" questionnaire (Cohen, 1999). After reviewing and discussing our individual scores, it became apparent that, depending on our experiences in schools as students and as educators, each author had their own preferences for our approaches to education. It also became clear to our group that education in the United States continues to function in a one-for-many mentality--one curriculum for many, one process for many, one pathway for many, ignoring the interests, passions, and talents of too many students. Our conclusion is that United States education must become more multi-faceted in our approaches to teaching and learning if we truly believe that every student can and should be successful in school.