How is innovation in school systems possible? So far, there has been no clear cut answer to this question. Although there are a series of findings on conditions of successes and failures of school reforms, no consistent view has appeared as to how to reform a school system in a sustainable way. Implementations of new strategies or guidelines for enhancing the schools’ quality are basic assumptions of educational reforms. Thereby these innovations are directed at a range different areas: organization, lessons, or currently, in many cases, the system surrounding the school (e.g. educational standards, school inspection). So, there are a number of answers to the question as to what should be innovated. On the other hand paths of innovation are a seldomly surveyed object of research. This is the impetus for this paper. The study being presented deals with innovation processes in school networks. School networks are seen, among other things, as places for knowledge creation, which in turn is considered to be the basis for self-organized innovation in teaching (Berkemeyer et al. 2008). The knowledge creation can be understood as the co-construction of professionals as seen in the concept of practice community or networked based learning community (Chapman 2006). The study reported in this paper shows the process of knowledge creation which was analyzed by content according to the theoretical model of Nonaka’s dynamic theory of organizational knowledge creation (1994) using the example of the project “Schulen im Team”.Therewith, this paper takes up the deficits of considerations from learning theory concerning networks and in doing so, contributes to a better understanding of innovation networks in the context of schools. Furthermore, in the study, the question of the extent to which the individual characteristics of the school like organizational culture have an impact on the work in networks is examined. For this, a structural equation model is presented and a report is given on the relationships.