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Since the nineteenth century the modern school not only has become an important arena for the politicians and their different national agendas but also a somewhat distorted mirror of a specific national and regional culture. As the history of the school system is deeply intertwined with the history of the nation state, school histories tend to be written within the framework of a greater national narrative. One possibility to find out what “being Luxembourgish” means is therefore to look at how school history has been written in the Grand Duchy. The authors identified one narrative which altered over time and gives a vivid impression of the changes Luxembourg underwent during its “struggle for identity” in the last 200 years.