This dissertation investigates the impact curriculum days are having in primary school since their introduction in Victoria in 1983. It is argued that curriculum days, if seen as part of an ongoing process, are having a positive impact at the school level in the development of teachers and curriculum. The research focuses on one primary school to find out what is actually occurring on curriculum days. Contextual factors impinging on the school are noted and analysed as to their influence on curriculum day topics. The paper emphasises that the processes involved in planning curriculum days are of vital importance to the effectiveness of curriculum days and their follow up phase. Four case studies of different curriculum days are analysed and reflected on. Two of these were regarded as being successful by the staff at the case study school while the other two were seen as being unsuccessful.