In this paper, we build our analysis upon Kingdon’s (2014) classical agenda-setting approach and its extension, related to the policy problems, politics, and policies, to analyze how those interact with the powerful actors—constituencies of social and political elites. We present the case of the Croatian school leadership development and certification policies from the viewpoint of the policy streams’ approach and examine the interactions among the education professionals, scientific and professional communities, policy-makers, members of the political elites, and other relevant stakeholders. Analysis of the Croatian policy case is further positioned within a comprehensive framework of the education reform agenda that has been played out in Croatia. The reform experience signifies a wider socio-economic reform and a representative exercise of Croatian adherence to the EU-mandated policy agendas. In this context, we theorize on the historical continuity of the elites and their education policy roles in the (post) transition settings.