The author of this article asserts that African-American author and educator Booker T. Washington's work situates him within the educational traditions of pragmatism and progressivism. The article uncovers some of Washington's hidden complexity by drawing upon and extending arguments for labeling him both an educational pragmatist and progressivist--arguments that add to and in some cases oppugn commonly accepted understandings. In order to do so, it reconsiders and analyzes Washington's formal writings, speeches, and correspondence as well as extensive secondary sources dealing specifically with his educational thinking, policies, and practices. (Contains 54 footnotes.)