Public–private partnerships in the education sector have gained prominence as a strategic solution to systemic challenges and, therefore, opportunities for improved governance and management practices. The chapter presents an investigation of the governance and management dimensions of public–private partnerships in the education sector of Jordan. A mixed-methods approach underpins the research, drawing on both qualitative and quantitative methodologies. Literature-based and interview data provide the qualitative component while survey-based data feed the quantitative part, further enriched by simple statistical measures of difference testing perceptions of PPP schools vis-à-vis the public schools. The quality of governance and the level of stakeholder clarity emerge as significant factors for the success of PPPs. Specific factors involved include political support, performance management together with clearly defined and adequate establishment roles that bring collaboration and innovation to the full implementation of the programs. Notwithstanding these positive results, the research harbors some doubts about the long-term workability and replicability of PPPs, and gaps that have been identified in empirical evidence, especially partner collaboration and challenges that are specific to the contexts. These would better inform policymakers and stakeholders seeking to enhance and benefit from PPPs in education for equitable, high quality, and sustainable outcomes.