Purpose: The purpose of this paper is to present the author's commentary on the special issue of "Journal of Educational Administration" entitled "Systemwide Reform: Examining Districts under Pressure". Design/methodology/approach: In framing her reflections, the author has looked across the five articles in the special issue, pulling out a number of themes from the perspective of her interest in capacity for learning. This interest stems from involvement over many years in research and development in school improvement and its leadership, and the conclusion that real and meaningful educational change requires much more than superficial tinkering with structures and practices in schools and districts. Findings: The author's comments draw heavily from her own context, England where, it could be argued, an educational policy "experiment" is taking place but she also refers to other countries' approaches and experiences. Originality/value: The author's own work is underpinned by social and organizational learning theories, and so she welcomes the diversity of theoretical and methodological perspectives taken by the authors in this special issue in helping to view the special issue topic from different angles. (Contains 4 notes.)