The curriculum implementation literature has recently focused more on identifying and measuring the key components of the innovative curriculum needed to achieve desired outcomes. However, most of this work centers on curriculum implementation external to the field of teacher education. In this article, we report on our identification of the educative components that form one component of the framework for conceptualizing the implementation of newly developed reading curricula for a Bachelor of Education Elementary program. The results suggest that prerequisite knowledge about reading instruction and knowledge of the entire reading program are necessary for an effective implementation of curriculum change in the discipline of reading.