This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision for Gifted and Talented children. In this case study school, it was found that the factors were many and varied, that they differed in their supportive or inhibitive nature in the Primary and Secondary Schools. These findings provided a foundation for subsequent planning in the initiation stages of the implementation of this innovation. This research had important implications for this School that may be of interest for future research in other schools.