When we ask parents which hopes or wishes they have for their children, we expect to get different answers, but also that these have a common denominator, namely that their children will lead a flourishing life. Of course parents may expect or even be certain that the lives of their children will be difficult; parents who live in deprived areas or whose children have a severe physical disability know that their children?s lives will be challenging, but it would be against normal expectations if they would wish or hope this for their children. For, although a flourishing life is not necessarily a life without struggle, it is reasonable to assume that adversarial circumstances make it more difficult to flourish. This paper addresses two related questions: What makes life flourishing and how can parents and teachers contribute to the likelihood that children will lead a flourishing life? The first section addresses the meaning of the concept 'flourishing'. The second section describes the conception of 'flourishing' as well as the conditions required to come to lead a flourishing life. The third section explores the educational implications of this concept.