"Educarion for All" (EFA) in Indonesia has nor brought significanr benefirs particularly for rcligion-based, privare schools. EFA policy is supposed ro enhance the performance of both srare and privare schools. The private schools are generally described eirher as high\, elirist and mrgeted for the well-offgroup on the one hand, or poorly managed, housed in dilapidared buildings, and mughr by poorly prepared reachers, on the other hand. However, mosr of privare schools experience inequaliry. Ir is shown from low curriculum quaiiry lack oF budget, insufficienr school equipment, and low studenr inrerest on private schools. This paper alms 6rsr to investigate the private schools from participarory leadership, curriculum, srudents' result, budger provision in educadon for all. The data garhered from 92 schools in the provinces o[ Yogyakarta and Central Java suggest that the majoriry of rhese schools are stifled with unfriendly policies issued by national and local aurhorides. This research used mixed methods to tap into borh quantitarive and qualitarive Cara. This research concludes thar onlv very few schools do thrive rhanks their uniquely strong school culrure of excellence and parricular leadership of rheir school principals. It is rhus highly recommended for policy makerr, mosrly ar rhe local levels, ro sensitize themselves to dynamical[y complex challenges encountered by private schools in implemenring "education for all".