While Cultural-Historical Activity Theory (CHAT) research has a significant role in investigating change, it often overlooks historical aspects. This article addresses this gap by exploring the historical dimension and its connection to creating collective and professional models in schools requiring changes in their activity systems. The study involved two Change Laboratories (CL) with 42 participants addressing issues of equal access to educational success in two lower secondary schools in Sweden. The research revealed that despite similar characteristics in for example experienced and well-trained teacher staff, the schools’ staff developed different models to tackle similar issues. The analysis examined historical conditions and developments linked to current cultural and social contexts, suggesting that the models varied related to different collective interpretations of historical experiences. Participants’ historical understanding influenced current practices and the creation of new models during the CLs to address inequality. The study underscores the empowering role of history in studies of change, emphasizing a shift from mere participation in practice to active contribution through practice. It stresses the importance of clarifying historical contexts and demonstrates how this can be achieved