A. N. Kolmogorov’s attempt to reform the teaching of mathematics in secondary schools is usually described as unrealistic. Recently published memoirs and recollections by Kolmogorov’s colleagues and students allow a deeper look at the problem. Kolmogorov faced many rooted stereotypes that dominated professional mathe maticians’ views of their discipline. Resistance by schoolteachers and students. combined with the opposition to Kolmogorov’s innovations on the part of some prominent mathematicians, determined the failure of his reform. One should not forget, of course, that he was already at a rather advanced age during the reform’s commencement. The analysis of Kolmogorov’s conception of mathematical edu cation and the reasons for his failure can be useful in further discussions about the improvement of school mathematics.