This study compares the adoption and spread of an educational innovation--a project-based, interest-driven, science, technology, engineering, arts, and mathematics learning program--in two culturally distinct contexts: a large school district in the southeastern United States and the public schools in Helsinki, Finland. Using actor network analysis, we show how the educational innovation got in, got rooted, and spread in these two contexts. Our analysis shows how and what actors needed to be mobilised for the program to be implemented and sustained (or not) in these two contexts. Our analysis highlights both similarities and difference between the districts. However, despite key differences, we found that the emergent classroom cultures and student experiences were similar. Our findings have implications for understanding how educational innovations scale as well as similarities and differences between the Finnish and American school systems.