This study examined the characteristics of school systems and programs that have been successfully involved in change over the past 10 years and that are continuing to update services through external sources. Four models of innovation are outlined: the traditional research-development and utilization (RDU) model, the Linkage Model (Havelock 1969), "Happenstance," and a fourth proposed model, "Knowledge Use Capacity." Preliminary information shows none of the seven sites studied has a formal policy toward change. Who does the planning and decision-making varies from school to school. Knowledge-use profiles of the seven sites also vary, with most having a problem-solving focus. The findings appear to show several important dimensions underlying change: (1) the extent to which the organization is intentionally seeking to improve; (2) the capacity of the organization to initiate activities and make decisions; (3) the ability of the organization to acquire resources supporting change; and (4) staff cohesion and motivation. All these factors are important in allowing change to become practice. The researchers are encouraged to believe that the concept of "Knowledge Use Capacity" is useful in understanding innovation and change. (MD)