The major theses of this paper state that the concept of educational change is different from the concept of educational innovation and the effectiveness and broad scale applicability of educational change is limited by influences often overlooked by planners and implementors of change. The minor theses state that (1) the fate of most educational change is determined in the field and not by the appropriateness of the change to a learning theory or educational need; (2) the success of the change has little to do with the expertise of the planners; and (3) institutional and noninstructional influences rather than the worth of the change determine successful implementation on a broad basis. Institutional and educational influences that limit change are: (1) type of school; (2) conflicts in teachers' roles; (3) problems in programs planned by experts for non-experts and average people who are teachers. Noninstitutional influences discussed are: (1) society's priorities in resource allocation; (2) decisions of political and appointive bodies; (3) city, county, and state planning decisions and real estate practices. (Author/JD)