The major purposes of the study described here were to identify those external and internal pressures of curriculum change, acting upon a small group of classroom teachers. Through this case study, it was hoped to identify some of the possible processes and sources of conflict in the course of adopting curriculum changes. Recent literature related to the area of curriculum has demonstrated an increased awareness of, and emphasis upon, the central role of the classroom teacher in curriculum change. However, much comment has also suggested that classrooms generally evidence only superficial changes in curriculum. In order to understand curriculum change at the classroom level, it is therefore necessary to examine the teacher and the classroom, and thereby identify those pressures acting upon the classroom teacher in relation to curriculum change. The external pressures acting upon the teachers studied are not only themselves conflicting, but have brought the teachers into a state of conflict regarding what and how they teach. This conflict has been further increased by the internal pressures acting upon the teachers. Internal pressures which have been identified include lack of commitment to innovative curriculum, lack of knowledge of innovative curricula (particularly mathematics and science), and lack of skills for implementation of the new curricula. The results of this study strongly suggest that whereas the new syllabuses may be formally adopted at the central level, they may not really be implemented in the classroom.