Many countries have looked to New Zealand for examples of successful educational innovations. The argument that I want to make here is that the ability to experiment with innovation has been made possible by a set of unique historical, geographical and cultural factors. In order to make sense of these factors I first want to put New Zealand’s education system development into a theoretical context. I will then outline some of the factors that have supported educational innovation. I will use the development of school review as an example of how these factors support innovative practices. I will conclude by outlining a strengths-based approach to innovation that could be adapted by other systems when considering which innovations to implement or adopt.