The use of networks as a means of communicating knowledge and ideas and in promoting innovation among schools has emerged globally over the past decade. Currently, inter-school collaboration is not only at the fore nationally in England, but also has become integral to the school improvement agenda. However, networking theory is a disparate field and its application in education is very variable. Nevertheless, there seems to be consistent policy support at government level for school collaborative working arrangements as a key means for promoting the standards agenda. This article explores the effectiveness of one such initiative--Primary Strategy Learning Networks (PSLNs). This is a qualitative study of two PSLNs in England over the course of the first year of the initiative. The research not only seeks to understand the term "network" and what it means methodologically, but also what the implications are of a centrally directed model of networking. The findings of this research offer (1) an alternative model for productive networking and (2) a different perspective to planning for success. These findings will add to the national and international debate on networks as power bases for school improvement. (Contains 1 figure and 1 note.)