The study examInes factors that have shaped policies for the universalisation of primary education in developing countries with specific reference to Papua New Guinea (pNG). It explores the premise that ideas generated in international policy research influence and shape the educational priorities of developing countries. A review of the related literature highlights the dominance of international donor agencies, particularly in directing the policy discourse that influences decisions on educational problems and possible solutions. It is argued that many such policy prescriptions are increasingly seen to be contextually irrelevant and do not reflect the priorities articulated in context. Nor can they be successfully implemented in the varying situations encountered. A case study of UPE policy formulation in PNG is undertaken to analyse critically the extent of international and national influences in the light of the theoretical review. The case study analysis focuses on three contexts of influence; the shaping of ideas; the production of policy texts; and the implementation of UPE policy. In the context of influence, the study examines how national and international influences have competed for dominance in PNG. In the second context, two key policy texts are analysed, the Education For All (EFA) Plan where an international consultant was engaged and a more home-grown Education Sector Study. Finally the context of practice is explored largely through reflections on experiential knowledge, qualitative interviews with senior administrative officers from the PNG National Department of Education and three Provincial education administrators and a brief survey of provincial education administrators. In the light of the PNG research, a reconsideration of the theoretical literature relating to the concepts of UPE and the effect on policy choices is carried out. A strong case is also made for the conduct and analysis of policy research in PNG and other developing countries.