This paper aims to deepen our understanding of the opportunities for, as well as challenges to, teacher-led curriculum change. Drawing on interviews with teachers who served on Provincial Curriculum Development Teams, the paper explores how teachers have navigated the curriculum development process in four key moments: (1) framing the work; (2) curricular knowledge; (3) the question of implementation; and (4) politics and expertise. The findings illustrate that it is impossible to separate what has been produced as the redesigned curriculum from either the complex politics at the heart of curriculum development work, or the conditions that will shape what implementation looks like.