The period from 1920 to 1940 did not result in a great number of historical publications, although it was clearly apparent, in particular in his textbooks and some studies. The period represents, more generally, an affirmation of his areas of knowledge and study, in which one observes the major themes that will be addressed and developed in his later works, starting in the 1940s.

His appointment to the post of National Commissioner of the Portuguese Youth (Mocidade Portuguesa, MP) in 1940 marked the beginning of a period that, although continuing to perform his teaching duties (between 1942 and 1944 he was chair of Political Economy and Industrial Law at the Instituto Superior Técnico; he also took on duties at the Law School at the University of Lisbon), would mark his entry into the politics of the state apparatus and, as such, a greater prominence in his public life. From the outset, he imposed a makeover of the MP's principles of action, abandoning some of the ideals of his predecessor, the pro-German Nobre Guedes, opting for, instead of militaristic conceptions, a platform inspired by the principles of Baden Powell. This position brought him even closer to issues related to education in general, particularly teaching. It is no coincidence that he started to reflect on the University and the roles played by university professors, as well as the student statute. His text Universidade Nova – O problema das relações entre professores e estudantes (Universidade Nova–The Problem of Professor-Student Relations, 1943), was a clear example of these concerns. Serving as Commissioner of the MP afforded Marcelo Caetano the opportunity to put his political and pedagogical experience into practice. Concerns about education, and in a broader sense, about the University, would become a constant during his university career (Marcelo Caetano, historiador e professor, forthcoming). He also became a member of the Board of Directors of the Institute for Higher Culture (IAC), and there he participated in the IAC's mission to open the position of chair for Portuguese Studies at the University of Rome.

His work as a minister in the Ministry of the Colonies, in 1944, marked, among other political concerns, a greater interest in the issue of colonial education. During his two-year term he created a Directorate General of Education within the Ministry and proceeded to reform the Escola Superior Colonial, giving rise to the Instituto Superior de Estudos Ultramarinos. Also of note were diplomas regulating missionary activity, colonial scientific research, technical education in the colonies and support for African students in Portugal. These measures lead to a progressive review of the problems with education in the colonies («Marcelo Caetano», 2003, p. 220).

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