As a prominent national project and symbol, the Ecole militaire provoked and elicited a range of discourses on its nature, purpose, utility, and other aspects inherent to such a signal institution. This was particularly so given the contentious nature of its principal funding mechanisms, based on gambling, and the open question of what constituted the best possible education for both impoverished nobles and future officers. For if, as Grimm noted in 1763, ‘they have not ceased writing on education’, the field of military education was hardly less active with the work of reformer-minded thinkers debating pedagogical improvements. Before broaching the issue of the contributions to the debate on socio-educational reform of figures such as Fenelon, Rollin, d’Alembert, Rousseau, Helvetius, and others, it is worth noting the diversity of projects for military reform which were linked to efforts to improve the knowledge and culture of the officer corps. From circa 1728, we find a project for the creation of a corps of cadets inspired by Mazarin’s College des Quatre Nations labelled the ‘Compagnie des Quatre Nations’, followed in 1734 by the abbe de Saint-Pierre’s sketch of an ‘Academie Militaire’ drawn up along the lines of the academies savantes. In 1752, the Academie royale de Pau issued a call for verse submissions on the topic of the utility of an ‘Academie militaire’, the most notable entry being a prose essay entitled ‘Utilite d’une Ecole et d’une Academie Militaires’ by guerrilla war theorist Jean-Jacques, comte de Beausobre. A military philosophe like Lancelot Turpin, comte de Crisse et de Sanzay might then champion a Beausobre’s proposals and weave them into his own 1761 critiques of the Paris Ecole militaire or the ecoles d’equitation, critiques eventually reflected to some degree in actual institutional developments. Interestingly, a short-lived military academie savant was created in Besancon in 1753, the Abbe de Serent’s Societe Litteraire-Militaire, which was then suppressed by that city’s Academie des Sciences, Belles-Lettres et Arts. That case may perhaps be taken to exemplify the tensions aroused by tentative innovation in the field of military intellectualism. Be that as it may, the purpose of this chapter is to present the opinions of the founders and backers of the Ecole militaire in their intellectual milieu. It specifically analyses their views on its objectives and purpose in the general context of wider debates on both education and noble-military reform, and how they conceived the contribution that the new institution would make by regenerating the impoverished nobility. It then closes by considering the tax on playing cards and how it affected general perceptions of the school.