This paper presents preliminary research evidence on the classroom practices of two South African science teachers currently implementing the new outcomes-based curriculum. A comparative case study approach was followed, during which evidence was collected through non-participant classroom observation, pre- and post-lesson interviews and video-stimulated recall sessions. This provided insight into the pre-, inter- and post-active decision-making processes that shaped their classroom practices. The evidence suggests that the teachers' almost pedantic use of the commercially prepared 'outcomes-based' texts is driven by a number of factors which present a significant threat of intensification. I argue that the observed regularity with which teachers prefer not to exercise their decision-making autonomy, speaks of self-regulating, defensive teaching-a strategy to cope with this threat of intensification.