The development of international comparative studies of educational achievements dates back to the early 1960s and was made possible by developments in sample survey methodology, group testing techniques, test development, and data analysis (Husén & Tuijnman, 1994, p. 6). The studies involve extensive collaboration, funding and negotiation between participants, organizers and funders resulting in a long-term commitment of all those involved in a study. However, does this financial and physical effort result in large-scale change for the participating education systems? Can treating “the world as a laboratory” impact policymaking in a constructive and fruitful way and culminate in enhanced education systems across divergent contexts?