It is recognised that the functions of schooling, for individuals, interest groups and societies, are many, varied and, in parts, conflicting. This study was not intended to involve considering all, or even many, of these but only a few. One is the alleged need to educate people to be more active, creative, problem-solving, innovative and thoughtfully flexible and the other is the instrumental value put on schooling for the competitive advancement of individuals and of a society. The focus is on why teachers do not provide more openness in their classrooms even when this is generally considered to be educationally worthwhile. For example, are there considered to be more risks than benefits? My intention was to consider what factors might be influencing how open or closed were classroom practices. This could provide some illumination about what classroom risks there could be in more openness.