Innovation is not just a buzzword that is listed as a success factor in the economic context, but it also represents an important characteristic of teaching and school development in educational discourse. With the help of actor-network theory, Bettina Dimai unfolds a different conception of innovative action: The focus of consideration is on translations, programs and anti-programs, transformations, and socio-material practices that give form and shape to educational innovation. Along this anthology-based understanding, a comprehensive case study describes the network formation of a specific, innovative school community of vocational, middle, and higher schools in Austria from a retrospective perspective.