The history of public schooling in Iceland began in the early 20th century, and from the beginning demonstrated a strong commitment to equity and equal educational opportunities for all children. This focus includes the social or economic status of students, their place of living and the impact of gender and perceived learning abilities. This chapter explores significant emphases and obstacles of schooling for all through different periods: conditions of today that might affect future development; understanding the history of the initial concept; and the growth of current situations that uniquely bring together school for all, inclusive pedagogies, active democracy and social justice. International trends have influenced educational policy, most recently through 12 years of international comparative studies that have situated Icelandic school development in an international milieu. Achievements of the Icelandic school system have shown continuing respect as equity among comprehensive schools measures highly in international outcomes, as well as the data analysis reveals a high percentage of student success with few students at either end of the spectrum. Although there are different perceptions and still some way to go, the schools seem to have opened their doors to diverse groups of students.