In England, school governing bodies are the largest volunteer group. For decades they have displayed a strong tradition of serving their communities with care and commitment. Research shows (DCSF, 2008b) that most governing bodies have made an effective contribution to the improvement of their schools. Yet concern about the disengagement of young people, the fragmentation of services and the continuing relationship between class and underachievement has led the Government to promote a programme of cultural transformation of education and school governance. Drawing on research funded by the Centre for British Teachers (CfBT) Education Trust--"Towards a New Governance of Schools"--this article examines the fundamental questions about the values, purposes, organisation and practice of school governance and highlights issues that need to be addressed if further reform is to be beneficial. (Contains 1 note.)