This chapter applies a recently developed conceptual framework for educational change to analyse findings from two prior studies conducted in Mexico. The framework explores how dialogic practices, focused on enriching communication between teachers and students, are adopted and implemented in schools. The framework further establishes relationships between the level of implementation of educational change towards dialogic practices through teacher professionalisation initiatives and the degree of appropriation of these practices by teachers, students, and institutions. While research demonstrates the benefits of dialogic practices that promote understanding, critical thinking, and knowledge co-construction, adopting them in schools across diverse sociocultural contexts remains challenging. Theoretically, the chapter advances the field by providing fine-grained accounts of how dialogic practices can be promoted in schools and how these practices may impact learning. Methodologically, the framework represents a powerful instrument for decision-makers and practitioners interested in implementing changes in educational settings. Practically, results highlight the advantages of systemic interventions that embrace a broad dialogic educational perspective that frames their aims, methods, and curriculum contents. We advocate combining approaches centred on learning through dialogue and learning for dialogue to fully exploit learners’ potential while preparing them for lifelong learning and democratic engagement.