Pedagogical change is posited as a crafting process constituted by the relational activity of social and material actors. A case study was used to investigate how pedagogical change becomes enacted in everyday practices in an independent boys' school in Australia. In comparison to a scripted implementation plan, the pedagogical change process was more accurately characterised by multiple, disparate patterns of activity. The use of a set of guiding principles for cultivating a school environment that enables pedagogical change is proposed.