This chapter exemplifies a strategy for understanding and examining Policy and Practice Nexuses concerning education reform trajectories. Education policy-making is an increasingly complex process, mostly neither linear and rational nor unidirectional. However, to understand such processes, we advocate complexity reduction through analytical distinctions, sequencing, and entity-relationship-thinking. While policy-practice nexuses are conflated in the reality of public education, our analytical approach must produce a somewhat linear, sequential understanding. Drawing on this argument, we propose a model which displays education reform trajectories and explore the model in terms of empirical objects. With the distinction between entities and relationships, we facilitate analytical definitions in Policy-Practice Research regarding what affects what and how it does so. Relationships are units of re-contextualization, process, and transfer, which demand the presence of at least two entities. Moreover, Time becomes an analytical device. Each unit conditions the next. The prior development of ideas always conditions the current context of the analyses. Finally, we advocate comparative education reform policy analyses. While selecting (national and sectorial), cases become critical. Comparisons may uncover the different layers of universality and particularity.