While commitment to a universal entitlement to education is highly desirable, some significant limitations have been identified in the right to education as currently expressed and implemented. This article assesses the contribution that the capabilities approach can make in this regard. While some proponents have suggested that capabilities should replace a rights framework, it is argued here that the elements of "threshold" and "duty-bearer" present in human rights are essential, and that a more promising approach is to combine the two frameworks. Three significant contributions that the capabilities approach can make in relation to Education for All are proposed: providing a fuller conception of the realization of the right to education; addressing the heterogeneity of learners; and guarding against an overly state-facing approach. (Contains 2 notes.)