Innovation and its associated practices (e.g., entrepreneurial-focused curricula, creativity initiatives, makerspaces) are increasingly moving from the periphery to the center of postsecondary institutional identities on an international scale. Set against this context, the purpose of this study was to examine a Canadian institution distinctively identified for its positioning as the country's leading institution for innovation education. Building on a robust literature base and theoretical perspectives, we employed a case study methodology to examine these phenomena. Qualitative data were collected from administrators and staff from varying offices and perspectives (i.e., senior and junior, externally and internally facing), faculty from different disciplines and ranks, and students. Findings suggest that centering innovation presents a distinctive set of complications for institutional stakeholders as they empower students with the tools needed to build regional creative economies. Implications emerged for international researchers and practitioners interested in innovation at the level of students, institutions, communities, and nations.