Upon completion of a collaboratively generated plan for curriculum development in the state of Victoria, Australia, in the early 1980s, the state's education ministry appointed a committee to create and carry out a strategy for implementing the newly developed policies. The committee consisted of representatives from the state's education department, the state board of education, and the Victorian Institute of Secondary Education. The strategy that the committee devised, called Curriculum Victoria, comprised the following elements: distribution of a set of curriculum frameworks that local schools could use as bases for planning; distribution of a set of brief pamphlets and bibliographies on major issues addressed in the ministerial plan; distribution of a set of papers on educational issues and strategies including access to education, individual differences, learning and learning styles, teaching strategies, curriculum negotiation, and program assessment; the dissemination of information and the encouragement of information exchange; and the encouragement of professional development. This paper concludes with a review of some positive and negative aspects of the implementation effort (which was still in process as of the presentation of the paper) and some external factors affecting that effort. (PGD)