Both the fields of critical human geography and comparative education have developed substantial thinking on the spread of neoliberal public policy across national and subnational boundaries. Key means for explaining policy transfer include external advocacy from powerful transnational authorities such as the World Bank and the OECD, ideological influence in the form of think tanks, and domestic structural- institutional pressures in the form of the interests of national business elites. The rela- tive strength of opposition groups such as teachers’ unions and pro-public education organizations is a significant counterbalancing factor. In this paper I investigate the relative weight of each factor behind education policy development in the context of Mexico’s contemporary adoption of neoliberal ‘education quality’ reform. I focus on the so-called ‘Alliance for Quality Education’ enacted in 2008 under the 2006-2012 Calderon administration, subsequently amended into the constitution under the 2012- 2016 government of Enrique Peña Nieto. These measures include among others, the tying of teacher salary and job security to an expanded regime of student standardized testing, and increased private sector involvement in the public provision and financing of education from kindergarten to secondary level education. The neoliberalization of public education has advanced significantly in Mexico, especially due to the advocacy of Mexican business lobbyists facilitated by ideologically predisposed state officials. However due to a conjuncture of factors, their success is threatened by a consolidating pro-public education teachers’ movement.