The paper examines the role of PISA in the globalisation of education policies. It approaches the question by assessing the effects of PISA on the ways in which new legislation was debated in national contexts in the period 1994-2013. The study asks: Has there been an increase in the number of references to the international community in debates on education policy due to PISA, and, if so, is this change confined to debates on education policy? Our analysis shows that education policy debates feature an increasingly global discourse in which organisations such as the OECD have an authoritative role. Yet, our findings do not support the claim that PISA is the cause of a change in this respect. Debating national policies in a global context and utilising the same transnational discourses regardless of the policy issue area in question has long been with us, yet there is a global trend in which national policies are increasingly often debated through appeals to models and policy advice promulgated by international organisations.