This article considers the role of culture in establishing a program of educational reform in Lithuania, a former Soviet Bloc state. Specifically, through a comparative analysis of survey information from an international cross-section of individuals involved with educational reform programs in Lithuania at the local, regional, and national levels, the article examines the role, importance, and problems associated with infusing a reformed educational program that is representative of Lithuanian culture. The survey respondents included representatives from the Lithuanian teacher corps, at the elementary, secondary, and university levels, Lithuanian educational administrators, as well as educators from the United States and Canada who have been involved with educational reform programs in Lithuania for the past 10 years. Although there has been considerable progress in developing a reformed system of education at the elementary, secondary, and postsecondary levels in Lithuania since its emergence as an independent nation-state, it is still a work in progress and one with some obstacles yet to be overcome. One of the issues to be settled is how and to what degree the newly reformed educational system in the country will reflect a genuinely Lithuanian culture. The scope and complexity of the problem is indeed significant. To understand it fully one needs to be reminded that except for a brief internecine period between World War I and World War II Lithuania has not been an independent nation for several hundred years. It has been alternately administrated by Poland, Germany, and Russia to name a few. The results from the surveys of Lithuanian and international educators on the roles and challenges of infusing a genuine Lithuanian identity in the educational system is the focus of this article. Discussed will be the varying viewpoints of participants of what constitutes genuine Lithuanian tradition and culture, the importance of a uniquely Lithuanian sense of culture in the educational system, how it should be accomplished, and what the best practices for achieving Lithuanian cultural identity in educational reform might be.