Scholars of diverse disciplines have begun to observe the growing importance of social networks for educational innovations. However, there is still a lack of studies that analyze the implementation of educational innovations by drawing on empirical techniques of Social Network Analysis (SNA). SNA research is critical to help us understand both how normative and complex social innovations are realized and what the possibilities of innovative ideas in educational contexts are. This article addresses the research gap and seeks to better understand the role of social networks in the implementation of educational innovations. It presents results of theoretically based empirical studies that implement SNA in five different German municipalities. It shows, for example, that the innovation networks are characterized by both dense cliques and central actors that foster the formation of shared values and trust, on the one hand, and brokerage positions that support the diffusion of innovations, on the other hand. Altogether, results point to the value of SNA methodology in understanding implementation of educational innovations.