The thesis focuses on the management of the 138 German Schools Abroad as organizations responsible for the local implementation of the school dimension of the German Foreign Ministry s Foreign Cultural and Educational Policy. Given the growing significance of internationalization processes in education, the study examines the conditions for interaction between German state actors and local private actors when managing these schools, which are present in 69 countries around the world and are a strategic investment for the consolidation of Germany as a destination for higher education, economy and business. The study verifies the interplay between the policy formulated in Germany and the diversity of existing local arrangements, highlighting the role of cultural and organizational interfaces in a context characterized by tension between private autonomy and external state control. For this purpose, the research involves the analysis of interviews with representatives of the organizations responsible for the German school system abroad, as well as official documents and reports, in addition to the websites of the German Schools Abroad, with special emphasis on their mission statements and their representation of school leadership. The study presents a critical reflection on existing typologies of German Schools Abroad, especially regarding their organizational and management models, in the light of the relations established between the respective host countries and Germany. In this sense, the thesis proposes an unfolding of existing typologies about the management models of these schools through a refinement of the role and constitution of school management as a potentially binational enterprise. The study further concludes that the concept of ambiguity has an essential role to play in the viability of the implementation of Germany s Foreign Cultural and Educational Policy in such diverse local contexts.