Policy change is an integral part of the modern education policymaking process. Policy changes can be done with different tools, one of which lies in policy transfer. The cons and pros of the education policy change and transfer can be seen comprehensively in post-socialist states, as the education system changed fundamentally in line with transferring policies and its aims, content, and instruments. The article deals with the process of education policy transfer and change based on the National Assessment and Examination Center (NAEC) case of Georgia. Based on the orthodox framework proposed, elaborated with the policy change concept, the article tries to determine the links between policy change and policy transfer and to identify facilitating and hindering factors of education policy change in the case of NAEC. Results show that all hindering factors are more or less linked to Soviet Inertia and post-soviet heritage: societal fears and pressure and the supra-centralization way of policymaking slow down the path of education policy transfer. However, if political, financial, and organizational support, both from outside and inside the country, coincides, it is more likely that education policy transfer and change to be successful. The article's findings can benefit the education policy theory in terms of developing and criticising the proposed assumptions, focusing on either post-soviet education transformation or policy administration.