This study examines how education can disrupt threats of conflict, specifically in the presence of ethnic diversity. We present a historical analysis of Botswana, using methods of process tracing drawing on documents, in-depth interviews, and Afrobarometer survey data. Postindependence Botswana engaged in redistribution of educational access across ethnic groups and promotion of common civic principles of social harmony. At the same time, it constructed through schools ethnically based national identity, which excluded many minorities. Lack of recognition for ethnic minorities remains a persistent challenge, yet it exists in a context of high commitment to unity and the nation-state, even among minority groups, which may have allowed recent dissent to happen peacefully. The article defines mechanisms by which educational redistribution and recognition can disrupt resource-based and identity-based inequalities that often lead to conflict. This model holds promise for conflict avoidance and mitigation in multiethnic states globally.