This study addresses factors associated with sustainability and institutionalization of change in the 67 Geriatric Enrichment in Social Work Education (GeroRich) projects, and the ways innovations introduced became institutionalized at the respective colleges and universities. An unobtrusive qualitative-descriptive research design was used to analyze the content of the GeroRich projects' annual reports over the initiative's 3-year period. Diffusion of innovation and institutional theories provided the framework for the finding that mimetic and normative processes, rather than coercive ones, had more direct impact on institutionalization of the curriculum innovations. Provision of resources transformed mimetic to normative isomorphic pressure thereby assisting with the progression of innovation from periphery to core. Programmatic and student-focused factors were the primary aspects associated with sustaining and institutionalizing innovation and changes. Barriers to innovation, such as budget constraints and reaccreditation issues, were also addressed by the projects. (Contains 1 figure.)