The diffusion of three types of innovations in secondary schools in Canada are investigated: (1) program organization (time scheduling); (2) program content (courses for special students); and (3) physical environment (conservation measures). Analysis focused on the rate of innovations as estimated by a mathematical model of the adoption process, the percentage of schools adopting, and explanations for variations in these two statistics. First, the role of regulations and legislation in the diffusion of time schedules appeared substantial. Second, the values of provincial societies seemed to account for the variation in the diffusion patterns of providing for students with special needs. Third, economic factors clearly accounted for regional differences in rates of adoption and degrees of penetration of energy conservation measures; both were related to the cost effectiveness of a given practice. The economic growth of Western Canadian provinces encouraged liberalization, and wealth existed to fund experimental programs. The economic difficulties of Eastern Canada fostered rapid innovation in conserving energy, but tended to slow innovation in education and reinforce traditional conservatism. (RL)