Most conversations about education technology start with the product. This one started with the teachers. What we heard, again and again, was a quiet kind of friction. Outside of math, there's no real subject-specific platform that Ontario teachers can lean on. Many of them buy their own materials out of pocket, stitching together resources from scattered websites because nothing built for them exists. And the heritage language programs the ones teaching Korean, among others are running with almost no digital tools at all. The demand is there. The infrastructure isn't. That gap is the whole story. For companies building education technology abroad, Canada is often misread as a small, slow, saturated market. What we saw at KCEN suggests the opposite. The Ontario system has real openings, not for another generic LMS, but for tools that solve the specific problems teachers actually carry home with them. There's even a structural tailwind: procurement rules here favour solutions that aren't tied to US vendors, which quietly widens the door for everyone else. But none of that matters if you're reading it from a slide deck two time zones away. The reason we were in that room is the reason we exist. Market entry isn't a document, it's a series of conversations with the people who'll actually use the thing you've built. The educator who tells you what's broken. The administrator who controls the budget. The network that decides whether you're trusted or ignored. You can't model those relationships from the outside. You have to show up. That's what we do. We go to the rooms, we build the relationships, and we turn what we learn there into a way in for the companies we work with. KCEN was one morning. The understanding it gave us will shape conversations for months.