This paper demonstrates that party-political orientations within governance communities can have strong effects on policy implementation. Empirical evidence is drawn from the Academy conversion scheme for secondary schools in England that was recently pursued by the Conservative and Liberal Democrat coalition government. The opt-in nature of the reform for individual schools makes it possible to discern the impact that nominally apolitical school governors have on the implementation of the policy. Several intriguing features of the distribution of schools that have converted to Academy status are documented. First, they are disproportionately found in more Conservative-voting constituencies. Second, this is due to varying school-level propensities to apply to convert, rather than varying propensities for the Department for Education to authorize conversions. Third, applications to convert are significantly more likely from schools in Conservative parliamentary seats that are under the control of Labour local authorities. Generalizing from these findings, it is argued that nominally apolitical policy participants may act in rather political ways, and that this has implications for our understanding of the involvement of civil society in the provision of public services. * I'm grateful to Lucy Barnes, Matt Hall, James Hicks, Gail McElroy, and Peter Stone for helpful discussions and comments regarding this project. I also wish to thank Becky Allen for generously sharing OFSTED data and Brian Cheal at the Local Government Chronicle Elections Centre, Plymouth Business School, for sharing data on local election results.