Description: The Norwegian concept of a common school for all, "enhetsskolen", has a long and proud history, but after the Millennium this concept is hardly ever in use. Several people have made up their minds about "enhetsskolen" as a rigid and unidirectional institution that apply the same yardstick to everybody, and as such unable to meet the demands of a more dynamic and individualistic society. My concern is that "enhetsskolen", as a laboriously edified institution that ensure the interests of the society as well of the individual, is in danger of being rejected and gradually dismantled. On this basis I want to look at the development of "enhetsskolen" and different meanings of the concept through the ages. Because our national education policy more and more are steered by the European Union, OECD, UNESCO and other supranational institutions, the Norwegian development will be analysed in an European and international context as well. The aim of the study is to strengthen the general knowledge about the shifting ideas of "enhetsskolen" to provide a basis for a debate of a common school in the future; the school between state, municipality and civil society. The study is in an early stage, and the main idea of the proposal is to establish relationship with other researchers working within similar topics and get qualified feed-back. The role and limitation of the state will be central in may search for an appropriate theoretical framework. Methodology: Methodically I consider a discourse analytical approach in the tradition of Foucault. My main sources will be education policy documents. Conclusions: It is too early to predict any conclusions, but I expect to find that a common school today is confronted with enormous challenges, both due to multicultural diversities and the claim for individual adapted teaching - in a time when education play an important part in a competitive global economy. I will search for some core elements as a foundation for a common school in the future.