In this paper I argue that we can usefully address the nature, significance and range of effects of the OMC for Education and Training by adopting the theoretical perspectives on space, place and scale from the fields of economic geography and state theory. In particular, the distinctions offered by Collinge (1999), Brenner (2001), Jessop (2004, 2005) and Barbier (2004) provide a framework for investigating and problematising some of the sedimented and increasingly common sense assessments of the production of the European education space, the activities and practices in the Brussels policy places and the production of a scale of authority at the EU level. Methodologically, this paper follows Scharpf (2001) in wanting to pursue lines of arguments, theorization and empirical engagement which outlines clear distinctions which make a difference in the ways in which we conceive of the subjects and objects of study, which goes against the grain of the judgements which have become common place and which cuts at the joints of explanations which have been offered.