This article presents the conclusion of a study that examines the discrepancies and correspondence between theory and practice in seven European countries. This article presents answers to the following research issues: (1) Discrepancies between existing quality concepts implied in the current international indicator publications and actual priorities in (national) educational policies; (2) Examination of current practices in benchmarking and the use of standards; (3) The possible need for theme-based presentations of indicators and more synthetic indicators; and (4) The issue of feedback to lower levels in the systems, schools in particular. This article also presents the implications of the study and several recommendations.