As the world faces the effects of climate change, countries are confronted with the challenge of how to adjust from a culture of excessive energy consumption and high greenhouse gas emissions to one of minimising their environmental footprint and achieving sustainability. Large-scale renewable energy infrastructure initiatives, such as solar school programs, are being promoted as a way to reduce national greenhouse gas emissions and increase awareness of the need for energy conservation. Unfortunately, little is known about the relationship between installing renewable energy technology on school buildings and the practice of energy saving strategies in schools. This work examines whether installing solar power systems is an effective catalyst for stimulating energy saving strategies in schools by investigating the findings from a mixed-methods study of a solar schools initiative in Australia. The question of whether schools with solar power installations come to view (attitudes) and use (behaviours) energy differently from schools without renewable energy technology is examined. A number of barriers to the implementation of successful solar school programs are a also identified.