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This study examines the sustainability of educational innovations within a high school setting, focusing on a case study involving at-risk students. The purpose of the research is to explore how the principles of Self Determination Theory (SDT)—autonomy, competence, and relatedness—contribute to the sustainability of educational innovations. Methodology involved semi-structured interviews with two teachers and one school leader to gather qualitative data on their experiences and perspectives regarding the implemented curriculum. Results indicate that teacher autonomy, as facilitated by distributed leadership, plays a pivotal role in sustaining innovation. Teachers reported significant discretion in developing and adapting their instructional methods, which enhanced their job satisfaction and promoted self-reflection. School administrators highlighted the necessity of decentralized leadership and collaborative sense-making to balance autonomy effectively, ensuring the innovation's viability. The need for continuous professional development was emphasized to enhance teacher competence, linking it to the flow of learning and the overall success of the innovation. Conclusions drawn from the study suggest that a balanced approach to autonomy, fostering competence through ongoing professional development, and enhancing relatedness are critical for the long-term sustainability of educational innovations. Recommendations for future research include exploring these dynamics in diverse educational contexts to develop comprehensive strategies for supporting sustainable innovation. Additional data underscore the importance of context-aware leadership and the role of collaborative networks in facilitating innovative teaching practices. [ABSTRACT FROM AUTHOR]