Anyone familiar with the day-to-day events in classrooms and school buildings knows that the neat logic of the planning process outlined in the previous chapters runs counter to the messy and unpredictable realities of teaching and administering a school. The design phase and the implementation phase presented earlier is the work of a designer, a planner, a curriculum developer, an administrator. Things are laid out in proper sequence, according to a reasonable projection of how a local school community might pull off such a venture. It is helpful to see the project described in its entirety so one has a sense of a beginning, a middle and a successful completion. It is not helpful to create the illusion that things will in fact work out this way. Any group of educators who wants to build an ethical school should know that the process will not be as neat and orderly as the process described in the previous chapters. The process will be probably be contested, misunderstood, distorted, mismanaged and resisted by many, as well as embraced enthusiastically by some. Hence, it may be salutary to reflect on the realities of schools which will make the building of an ethical school difficult-not impossible, but just plain difficult. These realities are the students, the teachers, the institution and the nature of ethical life itself.