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Using educational advisors to facilitate the implementation of innovations in schools is a widespread, yet still relatively little studied and understood strategy in reform policies. This paper reports on a multiple case study on the support interventions provided by these externals in primary schools in Flanders (Belgium) on the implementation of a new policy on inclusive education. Building on the results of a former study in secondary education that studied this phenomenon from an agency-structure perspective, we found that the form and content of support practices, as well as the perceived effect of these practices, were determined by four key factors: congruency, legitimacy, loyalty, and urgency.