This article reports on findings from a qualitative case study that explored teacher voice in the context of educational change in implementing the Curriculum and Assessment Policy reform in South Africa. The study uses the meta-theoretical paradigm of social constructivism and the conceptual framework of "resistance as good sense" to explore how silence as a form of resistance can be viewed as a strategy for learner advocacy. Data were collected using semi-structured interviews and classroom observations captured over a school year. The findings revealed that teacher knowledge jars in educational environments where compliance is the custom and teachers' decisions in consideration of contextual congruence are viewed as resistance to the fidelity of the reform. Some teachers see passive resistance as the only alternative to empowerment in these environments. Thus, the scope of teacher voice lies in subservience to the policy where curriculum enforcers ignore teacher intuition which could influence the success of reform and contribute to the goals of learning. The study concludes that teacher silence as a form of resistance can be viewed as "good sense" and should not always be seen as emblematic of negative resistance.