The article explores the motives and functions of comparisons in the field of International and Comparative Education. When conducting comparative research, there is always the danger of a homogenous perception which may lead to one-dimensional assumptions of the study conducted. By looking at the classification scheme of the ‘functions of comparison’ (Hörner, 1993), the article discusses in which way those incorporate the tendency of a homogenization. Furthermore, crucial steps within the research process are identified and examples presented which show alternative ways on how to take the heterogeneity of the data into account. This illustrates that homogenization is a necessity and a consequence of the comparative research process.