Throughout much of the 1990s, the overriding critique of the World Bank was placed on its neoliberal mandate, reflected in its various education measures. However, recently the Bank seems to have taken a notable shift away from this ideological stance in its rhetoric and initiatives. This paper attempts to ascertain the degree to which the neoliberal influence remains present in World Bank education policy, pointing to several contradictory stances presented in its major documents. (Contains 4 notes.)