The study detailed in this paper examines the growing role of non-state actors in the transnational policy-making landscape through a case study of the Global Partnership for Education (GPE)--a partnership of donor and developing country governments, multilateral organizations, civil society, private companies and foundations, dedicated to increasing access to quality education worldwide. Conducted through a constructivist lens, this study examines the roles of non-state GPE partners who collaborate as diverse stakeholders within this single policy-making forum. Via a process-tracing analysis, including an examination of GPE meeting documents and interviews with members of the GPE Board of Directors and Secretariat staff, I trace the past and current roles of non-state partners within the GPE--in particular, civil society, private foundations and private companies. I conclude that the GPE has evolved into a forum in which civil society actors have become relatively influential, while private sector foundations and companies have for the most part been disengaged and made only a tangible impact. These findings can be attributed to the differently constructed identities of each group of actors. The study concludes that shared normative beliefs and worldviews, which characterize epistemic communities, may be a key element to cohesion, functioning, and thereby influence.