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While educational policies aim at creating conditions favourable to innovation and experimentation, institutional measures remain rather hard to access and prove restrictive for teaching staff wanting to implement them. As a consequence, some teaching teams like those of the Boule d’Or open school resort to innovative techniques without the authorities knowing it. Deprived of any support and accompanying measures, highly motivated individuals among the teams use such strategies as enrolment in order to maintain support from their allies and keep the durability of the pedagogical project dating back to the seventies. The result is that several members of staff get involved in the project (Callon, 1986) in varying degrees. This article proposes to open the black box and show the balance of power at work in pedagogical innovations.