The concept of the Media School has been the subject of many discussions over the last decade. No agreement has yet been reached on the precise deflection of this concept. Extensive studies have shown that the main problem of the Media School is that it is used either to complete or to introduce other training courses. There are two hypotheses behind this problem: (a) the Media School does not perform well and (b) the Media School leads to school failures. The origin of this problem lies in the new policies of extending global schooling in the population and the lack of its own knowledge to distinguish it. The Media School therefore represents a conflict within the education system. One possible solution is to improve qualitative and quantitative performance. The article analyses educational reforms over the last decade in different countries (Spain, Argentina, France, Canada, Great Britain and Italy). However, these reforms do not seem appropriate to address this complex issue, as their origin is more didactic than political. It is also necessary to take into account the student’s own needs for growth and to take more concrete actions to ensure the success of the Media School, and not only to lower overall levels of training in order to improve performance.