Workplace-based initial teacher education programmes provide a policy innovation that has recently received broad support within the Australian teacher education context. Such innovation inevitably has dynamic and yet difficult to quantify impacts upon pre-service teachers, the schools they work in, teacher educators and teacher education programmes more generally. Using complexity theory and Bacchi’s policy analysis, this chapter interrogates how a team of teacher educators providing the university components of a Teach For All programme, came to understand the situatedness of the programme they were charged with delivering. Any evaluation of the effectiveness of policy innovation demands nuance, ultimately focused upon who benefits from such a programme. This chapter highlights the need to understand the array of affordances the programme provided as well as the multidimensional nature of its impact.