Learning is not always the goal of schooling. As policymakers around the world tackle the ongoing global “learning crisis,” it is important to understand the logics behind the design of education systems. Using a political settlements approach, this article documents the evolution of education policy and associated outcomes in Tanzania in tandem with shifts in elite perceptions of the goals of schooling. Tanzania has experienced four phases of political settlements, each of which encapsulated a different policy posture regarding the goal of schooling. The article also shows that electoral incentives are decidedly biased in favor of increasing access to schooling, even at the expense of quality. These findings advance our understanding of the politics of education policy and the persistent failures to invest in improving learning outcomes in many countries around the world.