This article examines government power over elementary and secondary education policy in Canada and the United States. The study distinguishes between federal government policy and national policy that results from subnational governments adopting similar policies voluntarily. The analysis identifies factors that encourage development of national education policy. Federal policy appears to have greater potential for success than national policy due to federal resources and enforcement authority. However, there are constitutional constraints on federal power over education in Canada, and political and technical constraints in both countries. Subnational governments in both countries actively safeguard federalism and protect their autonomy. The study indicates that subnational commitment is essential for the success of both national education policy and federal education policy.