The article examines the scope for initiative and independent action that lies with school principals in Kazakhstan, with a particular focus on capacity building approaches. A framework drawn from Hargreaves (2001) and Dimmock (2012) guided our inquiry. The study is situated within a large collaborative project between three institutions: the University of Cambridge Faculty of Education, Nazarbayev University Graduate School of Education and Nazarbayev Intellectual Schools. A mixed method research design was used to collect data in 20 schools and 11 other educational organisations in six different geographical locations in Kazakhstan. The findings suggest that capacity building strategies are necessary if innovations are to be implemented across all schools. The article outlines the challenges involved in making school reform effective and draws on the ‘capital framework’. The conclusion considers the implications for practitioners and policy-makers, and outlines an agenda for further research.