The purpose of this case is to understand the process of a case study research as it was employed to investigate a government-initiated curriculum reform in secondary schools. The policy to practice aspect of school education has long been a contested field. Certainly, previous research has highlighted the problematic nature of implementing policy at the school site. Hence, my study explored the implications of large-scale curriculum reform through the eyes of those responsible for implementation, the school administrators. By examining the school administrators' perspectives in their school context, the study brought to life their experiences as they grappled with the external influences of the government and curriculum authority while also dealing with the contextual influences which operated at each school. Hence, it revealed the everyday tensions, dilemmas, and decisions which confronted the school administrators. The use of case study research, with a qualitative design, enabled the perspectives of those at the school level to be heard. By "being there," I was able to bring the voice of the 19 school administrators to life. I conducted 51 interviews over a 12-month period, at three points during the year (2009), across four case study schools. This study outlines for the reader the process which was undertaken and also illustrates how essential it is to maintain a connectedness across all aspects of the research. Although there may appear to be separate activities operating, these are all interrelated, and it is this relationship which enables the research to be brought to a valid conclusion. [This content is provided in the format of an e-book.]