This paper examines similarities and differences between structuration theory, habitus and complexity theory, as theories of social change. The paper suggests that structuration theory and habitus can theorize change, but that complexity theory offers a more complete theory of change because it focuses on social production rather than reproduction. Although there are elective affinities between structuration theory, habitus and complexity theory, nevertheless there are important differences between them. Complexity theory, being at heart a theory of change and development, differentiation and open systems, is more than merely a reformulation of structuration theory and habitus, and offers a more complete theory of social change than these two. Implications and agendas are drawn for the sociology of education from a complexity perspective.