After World War II, one mathematics teachers’ journal still existed in the Netherlands. Its principal editor was Pieter Wijdenes, who was dominating in many discussions on mathematics education. The content of the journal emphasized a traditional way of teaching. Major curriculum changes were not stimulated, and organizations of teachers were never consulted. But things were changing. The publisher wanted a safer financial base, and, of course, Wijdenes was becoming older. Therefore, the publisher reached an agreement with the organizations of teachers at pre-university schools, ensuring their support. Soon, in the 1950s, a newly appointed editor, Johan Wansink, even brought the journal into the hands of the organizations. Wansink also wanted an editorial team, with editors collaborating for the journal. He succeeded in this, while maintaining his leading role as the chief editor. He modernized the content of the journal, with articles on developments in other countries, and he stimulated necessary curriculum changes. Wansink remained the chief editor until 1968. His successor was Gerrit Krooshof, who had to make the journal accessible for all mathematics teachers, at any secondary school. He had to do so because of a major change in the Dutch educational system. Boundaries between the different kinds of secondary education, pre-university or not, were erased. Krooshof also had to deal with a new programme containing some New Math. He made the journal Euclides more open indeed, and provided discussions when suitable or needed. So, within 20 or 30 years, the journal Euclides underwent major changes, it had become the journal of the organizations, its editors worked in a team, its content had been made suitable for many more teachers, and discussions were stimulated. There were no worries about surviving.