This article examines the evolution of educational policies in Bangladesh through a comprehensive review of key education commissions, including the Qudrat-e-Khuda Commission (1972), the Kazi Zafar Ahmed Report (1978), the Mafizuddin Commission (1988), and the Kabir Chowdhury Commission (2009). Each commission introduced reforms aimed at shaping a secular, nationalistic, and well-rounded education system. The study highlights the major changes in the structure of primary, secondary, and higher education, with a special focus on women's education, vocational training, and technological advancement. It also traces the growing emphasis on moral, social, and digital literacy to prepare students for global challenges. Through content and comparative analysis, this article provides a historical perspective on how these educational reforms have contributed to both individual and national development in Bangladesh. The evolution of educational reforms in Bangladesh, particularly through the lens of various national education commissions established between 1972 and 2009, reveals a multifaceted approach to addressing the challenges faced by the educational sector in the country. Each commission has played a pivotal role in shaping the educational landscape, reflecting the socio-economic and political context of its time. The 1972 Education Commission, for instance, focused on establishing a national education system that would be inclusive and reflective of the newly independent nation’s ideals. This commission laid the groundwork for subsequent reforms aimed at promoting universal primary education and reducing disparities in access. Following this, the 1982 Commission emphasized quality and relevance in education, advocating for a curriculum that aligned with the needs of the country’s economy and society. It introduced vocational training as a means to bridge the gap between education and employment, highlighting the importance of skill development in achieving economic growth. The 1996 Commission shifted focus toward decentralization and community participation, encouraging local involvement in school management and decision-making processes. This approach aimed to enhance accountability and responsiveness to the unique needs of different communities. In the early 2000s, the 2000 Education Commission further advanced the agenda of inclusive education, with a strong emphasis on gender equity and the need to support marginalized groups. It recognized the role of technology in modern education and recommended integrating ICT into the curriculum to prepare students for a globalized world. Finally, the 2009 Commission built upon previous recommendations and emphasized the necessity for ongoing reforms to adapt to changing global trends, including the need for a lifelong learning framework. Overall, the comparative analysis of these commissions highlights a continuous evolution of educational policies in Bangladesh, marked by an increasing recognition of the importance of quality, inclusivity, and relevance in education. It underscores the dynamic interplay between education and national development, as each commission responded to the pressing needs of its time while laying the groundwork for future reforms. This comprehensive examination of educational reforms serves as a crucial foundation for understanding the ongoing challenges and opportunities within the Bangladeshi education system today.