One of the dilemmas that policy makers, campus leaders, and individual faculty members often describe with chagrin is the difficulty of scaling up successful innovations. Officials at the National Science Foundation (NSF), for example, admit they are discouraged because the results of most NSF-funded projects are not disseminated beyond the target faculty or institution. The NSF has relied largely on a research and development model of innovation diffusion: a key innovation is created and tested, and then the evidence of its efficacy is distributed; ideally, others will adopt the innovation based on the information about its value. But this model has proved wanting; faculty are not adopting the effective innovations. Those in higher education tend to think more about the content of the innovation and less (if at all) about its implementation or dissemination. In this article, the author describes two fundamental problems related to this dilemma: (1) largely ignoring models about how to scale up change and, therefore, tending to rely on isolated practices that are unlikely to lead to broader dissemination; (2) those who do adopt models of scale-up often look to policy literature for guidance and, as a result, advance dated approaches that are not well aligned with the higher education system. Next, the author argues that two particular models--mutual adaptation and social movement--are much more likely to lead to widespread and lasting change in higher education, and she describes the key mechanisms that help facilitate these promising approaches to scale-up. (Contains 1 table.)