This article considers the development of educating cities from a political perspective, illustrating in detail the diversity of organisations and individuals involved and the challenges they are facing. Bearing in mind that educating cities were established from the 1990s onwards in Europe and spread to other continents from there, the purpose of this article is to demonstrate how this proposal was adopted in Latin America. After discussing the basic aims of educating cities, the paper focuses on the Latin American experience, giving examples of existing projects within the educating cities initiative. The authors are particularly interested in the contrast between the political intentions of educating cities on the one hand and the social, economic, political and cultural world on the other hand. They observe that in this context there is a danger of the individual being forgotten, which contradicts the actual intention of the educating city concept. They also discuss the problem of who should carry out the realisation of educating cities and how the various stakeholders might coordinate their actions. Contemplating new directions at the end of their paper, the authors sum up a number of guidelines and offer recommendations for action in developing educating cities.