This article discusses the interrelations between ideology, politics, pedagogy and curriculum theory and their possible impact on curriculum transformations. Indeed the development of Secondary School Curricula in Israel supports an observed notion that curricular developments are not independent activities. They are rather organically rooted in conceptions about the nature of society, the place of the individual and the role of education. Changes in curriculum depend also on assumptions about the nature of knowledge, the inherent tension between the process and content of learning, curricular theories as well as on the expected outcomes of education.