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The purpose of this paper is to provide an overview of the OECD report published in 2011 entitled «Strong Performers and Successful Reformers in Education. Education Policy Advice for Greece», researching both its content and the progress made so far in Greece in the direction of the proposed OECD policies. This report is used in the present work as a basis for the coverage of the issue, while the review of Greek and international literature has helped to investigate the extent of implementation of the recommendations in Greece to date and the reasons for the inadequate implementation, where it is recorded. The results show that Greece has largely implemented the recommendations for higher education, mainly through the adoption of Law 4009/2011, which made changes in the structure of educational institutions and changes in the form of governance. Although these applications were accompanied by intense controversy and reactions, a relatively long period would be required to make their results visible. In primary and secondary education, important steps have also been taken, through the promotion of the New School, the all-day school, and the creation of the Quality Assurance Authority in Primary and Secondary Education. However, in the context of staff assessment and learning outcomes, there are still no objective and universal benchmarks for building comparability and accountability. Recently, the government has also adopted a three-year program as a roadmap for reforms in all areas of education between 2016 and 2019. However, the economic downturn and the repercussions mainly of reducing spending on education have affected the way which the general public and academics comment on the results of the reforms. Overall, any successful reform requires continuous applications over a relatively long period, and it takes a long time to make it clear if it will eventually be successful.