This paper examines the relationships between global education policies at global and local levels that have driven the outcomes-based curriculum reform into Papua New Guinea (PNG). It reports on evidence from a qualitative case study that investigated the implementation of the outcomes-based English curriculum into two lower secondary schools in Port Moresby, PNG. Data were collected from 10 teachers and 90 students through classroom observations, document analysis, field notes, structured interviews, post-observation interviews, and focus group discussions. Findings revealed challenges in the implementation of the global curriculum reform agenda as there was little alignment between policy intentions and classroom practices. Thus, findings also highlighted a need for collaborative professional development programs to help sustain the curriculum changes required for classroom implementation. A co-constructed approach called the 'Kibung Framework' is presented in this paper as a strategy to assist with the implementation of mandated global curriculum policies into local practices.