In many low- and middle-income countries that have achieved significant gains in learning outcomes, higher income and resources and greater knowledge of what to do to achieve learning cannot explain the differences in outcomes relative to lower performing countries. Such cases yield complex questions of “how” and “why” success was achieved. In this paper, I propose a conceptual framework for understanding drivers of education system performance and use it to argue that consensus-based commitment to the purpose of learning is a critical missing link to addressing the learning crisis. I then apply the conceptual framework to examples of successful system improvements. Finally, I propose efforts that can foster commitment to the purpose of learning in education systems.