Reports on education by various commissions attest that school policymaking in the Punjab, as indeed, in Pakistan, has tended to be bureaucratic, ignoring input from teachers, parents and other members from targeted communities.1 This article focuses on three policies in the Punjab, namely, upgradation of Municipal Committee schools; merger of schools and rationalization of staff; and public private partnership under the supervision of Punjab Education Foundation. Basing the study on official and semi-official documents and field work, it was found that the aspects ignored during bureaucratic policymaking surfaced at the point of implementation and caused injuries to individual persons as well as groups (i.e population clusters that come to lose educational facilities for their children). Litigation flourished and continues, demonstrating the need for participatory school education policymaking.