A vision for analytic philosophy of education was set out by its pioneers in the 1960s but its methodology has seldomly been revisited in-depth. In the meantime, progress has been made in how analytic philosophy is understood in philosophy departments. We hope that this book re-ignites a discussion about what analytic philosophy of education is, and why it is valuable. We also hope that this book provides a positive vision for analytic philosophy of education going forward. As conceptual engineers, analytic philosophers of education pursue conceptual clarity, but not at the expense of normative concerns, questions of value, or the real-world effects of educational concepts. Achieving this balance can involve engineering new concepts, ameliorating existing concepts, eliminating problematic concepts, or arbitrating between competing concepts. While checks and balances are needed to avoid overengineering, harmful engineering, inappropriate engineering, or loss of clarity, we hope that the book provides examples of how this can be done in its carefully considered applied chapters.