Charter schools have been promoted as being more innovative than traditional public schools, but that is not always the case. Change agents can transform either type of public school. Both types of schools can also rely on traditional practices, which are not as innovative as they are reliable. This research focuses on a charter school and a neighboring district school that were transformed by change agent leadership. The results indicate that neither school is radically innovative, but both are employing “effective schools” research into their structure, leadership, and curriculum. Furthermore, the research explores change agent teachers, and their perspective on curriculum and school governance. This research seeks to suggest that educational innovation is temporal, and reforms are modified by what is sustainable over the long term.