This preliminary study was conducted to examine indigenous classroom innovation, defined as any instructional, curricular, or other change a teacher reported making in the current year or in recent years. Such innovations were described in interviews with 11 teachers in three diverse schools settings, who either created the innovations or introduced them into their classrooms. Sixty-one innovations were described and have been categorized as follows: (1) instructional (a new way of presenting or activating curricular content); (2) curricular (emphasizes some new substantive skill or content); (3) governance (new classroom or group management techniques); (4) relational (change to affect socio-emotional or work relations); (5) motivational, emotional, attentional (any new activity designed to energize learning); and (6) imposed (new curricular, instructional, or other approach that has come down from above by policy). Sources of innovative ideas, their educational impact, effective innovations, and dimensions of the qualities of innovation are presented. Narrative descriptions of innovations from five teachers considered particularly effective are included. (LL)