This study was about a single case of educational innovation and excellence in educational technology in a secondary school in Ontario. The researcher explored the question of how the innovation resulted from an individual effort and attainment remained a "contained entity" after its decade-long existence. From the lenses of multiple realities, the researcher critically interpreted how micropolitics including gender and power dynamics and teacher resistance could create complexities for the institutionalization of the innovation. The district was urged to consider the lack of time and professional development issues raised by teachers. Further research was required to address the conspicuous absence of gender gap in this study.