The purpose of these analyses is to show the ideological entanglement of educational psychology constructs that tend to be valued, endorsed, and normalized in education policy discussions and teaching discourse. The noncognitive skills discussed in this book contribute to a vision for neoliberal selfhood and provide a roadmap for cultivating that self. This ideological entanglement is seldom acknowledged, enabling neoliberal ideology to operate unnoticed. Pointing to this alignment opens up the possibility for ethical and ideological conversations about the kind of selfhood that is endorsed and normalized in schooling discourse.