Experienced teachers are introduced to classroom practice innovations during in-service education and training (INSET) programmes. Teachers return to particular teaching contexts in schools and other institutions after INSET and it is here teachers implement innovations and change classroom practice. However, this implementation is not certain; teachers may reject change and discontinue innovations. Research on innovation diffusion suggests that reinvention of innovations-adapting to local situations-can increase the rate of innovation implementation. Findings from this research, on teacher change in the context of Chinese tertiary EFL teachers attending INSET, show that a teacher's ability and willingness to reinvent classroom practice innovations are likely to have an impact on later implementation and continuation of changes to classroom practice. INSET providers and trainers should take into account the function of reinvention for experienced teachers implementing educational innovations, and encourage reinvention during and after INSET courses.