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Teachers play an important role in the implementation of educational innovations. There is, however, great diversity in teachers’ responses to innovations. Why these responses can be so different is still largely unknown. The study described in this dissertation aims at contributing to a better understanding of teachers’ responses to educational innovations. There is increasing attention for the role of teachers’ professional identities in the context of change and innovations in education. In this dissertation a specific lens was used to study in-depth three concepts that seem to play an important role in teachers’ responses to innovations from an identityperspective, namely ownership, sense-making, and agency. Ownership refers to the mental or psychological state of feeling owner of an innovation, which can develop by teachers’ mental and/or physical investments in the innovation. Teachers who feel ownership towards an innovation support the innovation, feel the urge and necessity for change, and express their identification with the innovation. Sense-making is defined as an active process in which teachers attempt to relate the innovation to their existing knowledge, beliefs, and experiences. In this study the sense-making model by Luttenberg et al.(2011) was used. This model contains four types of processes of sense-making, which are determined by: a) the degree of congruence between the innovation and the teacher’s frame of reference (ie knowledge, beliefs and experiences), and b) the dominance of either the innovation or the own frame of reference during the sense-making process. The resulting four types of sense-making processes are …