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In this chapter, we present an analysis of a learning to learn change initiative within the state education system in South Australia. The programme was first introduced in 1999 and in this boutique phase involved some 77 schools – approximately 13% of the total public schools in the State. Following its success, it has been extended and widened to provide a foundation for pedagogy development under the banner of Teaching for Effective Learning. Research has been undertaken at all stages, involving teachers, students, school leaders, and key policy officers in order to identify the effectiveness of strategies and the outcomes. Here, we highlight some of the lessons drawn about school change and compare these with the more general findings on school-based reform drawn from the literature.