The article examines the institutional transformation of the Kazakh-Turkish lyceum network into the Bilim-Innovation lyceum system following the attempted coup in Turkey on 15 July 2016. The purpose of the study is to provide a comprehensive analysis of the reorganization in three dimensions: as an episode of bilateral diplomacy, as a legal and organizational restructuring, and as a case of the institutional resilience of a transnational educational network. The research tasks include reconstructing the regional context and classifying the responses of states to Ankara's demands, describing the mechanism of the diplomatic settlement of August 2016, analyzing the legal consolidation of the lyceums' new status as well as the personnel and financial changes, and assessing the continuity of the pedagogical model. The relevance of the work is determined by the fact that the Bilim-Innovation lyceums remain one of the key institutions for gifted education in the Republic of Kazakhstan, while the experience of nationalizing a foreign educational network without loss of its academic quality is of practical interest for states facing the dilemma between educational cooperation and political sovereignty. The study employed general scientific and special historical methods (historical-genetic, comparative-historical, concrete-historical, institutional analysis) based on the principles of historicism, objectivity, and systematicity. The sources include the normative legal acts of the Republic of Kazakhstan, official materials of the international public foundations, Kazakhstani and international press publications from 2016 to 2026, and the scholarship of domestic and foreign authors. The results identify a typology of the four institutional trajectories followed by a single transnational network across the states of Central and South Asia; the inscription of a distinct category, the “Bilim-Innovation boarding lyceum,” into the official nomenclature of types of educational organizations; the emergence of a hybrid governance model in which state financing and oversight coexist with the foundation's retained authority over competitive admissions and the appointment of directors; and the conclusion that the system's resilience was determined primarily by the preceding policy of replacing foreign staff with locally trained teachers.