As described in the New Zealand Curriculum, education was—and still is—in a period of one of its most significant innovations. Agents of educational change, both human and non-human, include teachers, students, architects, facilities, technologies, the institution of the MOE and its commissioning processes for educational design. These are all susceptible to the volatility of identity change, misalignment, inertia and resistance to innovation, as well as the potential for significantly new understandings of the site of learning. The situation as just described gave rise to this research question: Do Innovative Learning Environments (ILE) constitute an agency for teaching and learning? Subsequently a key aim of this thesis was to investigate a number of these agents of change, and this study focussed specifically on the context of the design and occupation of two innovative secondary schools in Auckland.