In this article, the author responds to an article written by Chris Whittle, in which he maintains that most of America's education troubles will be over in just a quarter century. The author notes that Whittle's assumptions differ markedly from the available evidence on what works and ignore the complexity of the combined elements of politics, unions, bureaucracies, immigration, economics, and the social sciences that dog the field of education. Whittle's projection for 2030 is an elaborated echo of the 1990s, when the for-profit education-management organizations (EMOs) proposed a mission and rationale for transforming American education that has met with significant setbacks. In addition, Whittle also promotes peer tutoring and the "wireless revolution" as replacements for regular teaching. The author argues that neither of these has proven to reduce the amount of instructional time necessary for most students, and he contends that Whittle's assertion of the dominant role of for-profit firms in 2030 and the halving the teaching force are not demonstrated to be feasible or desirable. He suggests some different reforms grounded in evidence of their effectiveness. (Contains 1 figure.)