Kazakhstan has used the Soviet system of education since its independence in 1990. Researchers have noted shortfalls in education reform efforts and documented factors of teachers' resistance to new pedagogies. The purpose of this basic qualitative study was to explore local teachers' perceptions of the new pedagogies in the context of understanding the local-international teacher program in Agrenov international schools (AIS). Three research questions focused on teachers' perceptions of factors for adoption of new pedagogies in an educationally transforming school using the motivational and systems approaches and emotional intelligence conceptual frameworks. A conceptual framework constructed from three theories of motivation, systems approach, and emotional intelligence was used. The target participants were local teachers who had worked in state schools for a minimum of 3 years and for 2 years in AIS, and who had worked with national teachers. Data were collected through semistructured interviews with a random sample of 10 local veteran teachers from the target population. Thematic coding produced 4 themes: school, teacher, time, and political factors with 15 subthemes which can be used as areas of focus in researching, analyzing, and enhancing adoption of new pedagogies. The results of the study can be used to enhance teacher adoption of educational reform efforts locally in Agrenov international school Centre City and the AISes, and internationally.