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The key point for a modern school is providing knowledge and skills that go beyond the narrow context of a specific curriculum and textbooks which, more often than not, fail to keep up with the fast pace of knowledge production in today’s information society. Implementing innovative programs that are introduced either by the central educational authorities or by teachers themselves can lead towards this direction. For a great number of schools, in addition to the problem of providing modern education, dealing with the reduction of their student population is yet another issue of concern. The present thesis explores teachers’ opinions regarding the contribution that implementing innovations could make in dealing with student population reduction in vocational senior high schools (ΕΠΑ.Λ.). In this context, opinions of six teachers from six vocational senior high schools from the prefecture of Pella are included, so as to explore their opinions about innovative programs, the degree of implementing innovations during the past twenty years, and finally their opinions on the reasons and solutions to the problem of student population reduction. The research focused also on whether the above mentioned opinions are statistically different in relation to whether teachers teach core courses or vocational courses and also in relation to the school where they work, thus trying to differentiate from the usual focus on other factors such as, for example, gender. To achieve the goals of the present study quantitative research was conducted through structured questionnaires which were administered to teachers who were employed in the above mentioned schools in the 2018-2019 school year. The statistical processing of data suggests a strong belief among the teachers that implementing innovative programs in schools yields positive results both for students and the school itself, while, at the same time, it became clear that teachers ask for further funding and training so as to participate in such kind of programs. Regarding the factors that obstruct innovation, facilities and logistics, inadequate training and lack of time are considered to be the most important. Furthermore, for the last twenty years, an upward mobility was noted among the teachers who are innovative. Regarding the issue of teachers’ motivation, it was found that those who innovate are the ones with intrinsic motivation, as for example personal satisfaction, and not the ones who are motivated by financial rewards. Also, regarding the reduction of student population, recognizing the problem, individual concern about it, the opinion that vocational senior high schools are not considered schools of first choice and also that implementing innovations is a way of dealing with this problem, are part of the conclusions of the study. Finally, it was found that teachers’ opinions are not statistically different when compared on the basis of the population groups of “core courses” and “vocational courses” or in relation to the population groups of the six different schools.