This article reviews recent policies for 14-19 learning in Wales and Scotland, and discusses the extent to which these policies have diverged from England following parliamentary devolution in 1999. It distinguishes different types of divergence and suggests that many policy differences have not been about major issues of educational philosophy or political principle but rather about different ways in which similar policy strands have been woven together in distinct agendas or programmes, and about associated differences in policy styles. Current policy differences do not necessarily indicate divergence; significant policy differences already existed in 1999. (Contains 1 note.)