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Lateral learning', or learning from the good practices of one's outstanding peers, provides the rationale for this study. The teachers who have evolved practices which have worked for them have, in a sense, countered the constraints posed by their specific socioeconomic and classroom situations. Their innovations (in spite of the limitations imposed as a result of the specificity of the socio-economic contexts in which the teachers have worked) may be relevant to the wider teaching community, since they take into account some of the actual contextual constraints most teachers face. The question, therefore, is how we can learn from the experiences of the outstanding teachers. This chapter attempts to answer this question through an analysis of the experiences of the outstanding teachers. The teachers' innovations are discussed in terms of certain crucial components of the universalisation of primary education: strategies for enrolment: pedagogical and curricular innovation designed to promote learning with enjoyment and hence to retain children in school; institution-building initiatives; resource mobilisation strategies and personal motivation and self-regulation. Certain examples are provided but these are only illustrative. The narratives in Chapter 3 provide further examples as well as the contexts under which these innovations were evolved.