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Both science and technology studies (STS) and innovation studies (IS) see great promise for technology to address global inequality, but they view it quite differently. This article compares the two approaches and examines whether and how they might learn from one another to achieve social equity and justice. To do this, I  focus on the case of menstrual health innovation in India, an intervention highly praised as a clear example of potentially transformative “inclusive innovation.” The article argues that IS would benefit from understanding innovation as a sociotechnical system and taking the political dimensions seriously. Meanwhile, we STS scholars should learn to translate our grassroots-based, locally-sensitive solutions to policymakers oriented towards scalability.