There are two competing understandings on how school organizations behave when faced with competition. One is they respond to competitive pressure with innovation. The other is they pursue strategies of isomorphism, copying practices and avoiding innovation. This study examines competitive response patterns related to cyber charter schools in Pennsylvania. Cyber charter schools gain enrollees from across the state, allowing for a study on how school districts across contexts respond to enrollment threats over time. The findings reveal that response patterns vary based on context and that policymakers need nuanced understandings of context when considering plans related to educational innovation.