© Common Ground Research Networks, Riham Ahmed Khafagy, All Rights Reserved. Since the 1950s, the Ford Foundation has been one of the most influential international philanthropic actors. The Foundation pays special attention to the educational and learning process; as appears in its annual grants. Thus, it has an extensive domestic as well as global impact. In this article, I investigate the Ford Foundation's philosophy and vision in influencing the educational process based on its mission and programs and critically evaluating their relevance to the targeted societies. According to its literature, the Foundation has a holistic philosophy, which targets changing disruptive systems of learning as well as fundamentally challenging inequalities of youths' social and economic settings. This, supposedly, should enhance their maintainable potentials of learning. I argue that despite its idealistic mission, the Foundation's programs have been inadequately structured or well-defined to fundamentally challenge inequalities in the targeted societies and less relevant to their actual problems and potentials. Therefore, these programs have achieved short-term goals, with limited commitment to profound sustainable success.