Although it has been broadly accepted that innovation is an interactive process the knowledge about the innovation potential of networks is still lacking. This article concentrates on the networking processes in the context of Estonian VET reforms during the last decade that can be regarded a multilayered complex process of educational change. The specific focus is set on analysing teachers’ networking patterns. Teachers can be considered one of the central important cooperation agents as well as central “reflectors” of adopting of changes. The aim of this article is to identify teachers’ networking patterns and identify how these practices are sector-specific and may lead to sector-specific practices of adopting educational innovations. This article proceeds from the framework of social innovation (Hämäläinen, Heiskala, 2007; Moulaert et al., 2005; Mumford & Moertl 2003; Pol, Ville 2009) and employs the standpoints of social network theory (e.g. Freeman, Scott, Wasserman & Faust). It is based on the results of the quantitative survey carried through among the teachers in VET and Applied HE (N=228) in Estonia. We will identify the different types of networks that have emerged at regional level as well the networking patterns supporting teachers’ ability to adopt, initiate and manage educational innovations.