Abstract
During the initial stages of implementing any curriculum, many challenges are presented for classroom teachers. Clearly, the greater the disparity between existing teaching practices and the aims of the new curriculum, the more complex the task of translating policy directives in practice. Difficulties in implementation are compounded if teacher professional development is not appropriately matched to the nature of the reforms imposed. This article considered the issue of implementing curriculum innovations, and in particular, the introduction of state-based Curriculum Frameworks in Australian education. Using music education as a case study, we report a qualitative investigation that gauged the disparity between current music teaching practice and the aims of the recently introduced Western Australian Curriculum Framework. Recommendations are suggested that may contribute to the successful implementation of this and similar curriculum innovations.