International schools are phenomenon and providing quite diverse education inorder to meet nearly the entire educational model of many countries. Hence, their students come from families who are in their countries for a limited period of time. These families want their children to be educated in these schools on one hand; and on the other hand,when they go back to their countries of origin or other countries, their children's education should not be interrupted. As a result of these demands and circumstances, international schools are partial when education is concerned, democratic when recipients are concerned and international when impacts are concerned.The role of democratic education has been discussed and suggested as a part ofpeaceful coexistence for many years. It seems that international schools and democratic education have been linked and provided an example for other educational institutions.This research paper has investigated an international school based in Tirana in orderto understand and see how much their education is partial, democratic and international.The paper uses qualitative methods with structured interviews. The structured questionnaire was used to collect data from teachers and parents. Subjects' syllabuseswere investigated for assessment on partiality, democracy and international. The paperused content analysis in this part within the framework of the qualitative method. There spondents had diverse backgrounds which were very important to provide a wider perspective
