In July 2014, the World Bank released Great Teachers: How to raise student learning in Latin America and the Caribbean. In its six chapters the report puts forward policies in education it contends will jumpstart stalled economic development in Latin America and the Caribbean (LAC). Given the huge influence of the World Bank on education policy in the global South (Connell and Dados, 2014; Klees et al. 2012), the report is highly significant and deserves close scrutiny. Klees (2002) advises that critics of neoliberal policy “have a responsibility to deconstruct flawed research. But we must change the terms of the discussion” (np). In this precis and critique we take up both charges.