This study investigated an innovation in higher education that has achieved demonstrable results for equity students. In the Block Model at Victoria University (VU) subjects are delivered one at a time in intensive four-week Blocks, instead of concurrently in semesters. The study looked inside the black box of the Block Model, interviewing VU leaders, academics and students about why it has improved retention and learning. The findings show that the Block’s impact comes not only from the Model itself, but from the complex context surrounding it. The study can help other universities recognise and manage complexity in equity-focused innovations.