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In July 2015, the so-called Good School reform was approved. This measure introduces several novelties in the school sector, including an increase in resources. The reform was strongly promoted by Prime Minister Renzi, who has simplified the traditional processes of engagement with the teachers’ unions. The aim is to empower school principals and teachers in a meritocratic framework, to overcome the lack of job stability for teachers by establishing new mechanisms of recruitment, and to open schools to extracurricular activities and vocational experiences. These important innovations, which are needed to improve the existing state of affairs, sound more like announcements rather than concrete commitments. In fact, there is a gap between the communication dimension of the reform, which is very effective, and its actual design, which in many aspects is approximate. There is therefore a real risk that the future implementation of the Good School reform might be less substantive than originally perceived.