This chapter analyses the relationship between the Bureau international d'éducation (BIE) and the éducation nouvelle movement during the first half of the 20ᵉ century. Initially, the IBE was closely linked to éducation nouvelle: it was born in the wake of the Institut Rousseau, a major centre of the movement, and its first leaders (Bovet, Ferrière, Rotten) were important figures in reformist pedagogies. The new education defended three main ideas: children develop naturally and teaching should be based on their needs; The teacher becomes a guide rather than a transmitter; active education was essential for building peace and combating nationalism. However, between 1929 and the 1950s, relations changed, and the IBE wanted to become a recognised intergovernmental organisation, working with States. To maintain its scientific neutrality, it gradually distanced itself from the militant and ideological image of new education. So, even though the values of éducation nouvelle were no longer on display, they continued to have a discreet influence on the IBE's pedagogical concepts (importance of child development, psychology of learning, active methods). This article is based on transnational sources.