In an attempt to manage within schools the introduction of a revised Primary School Curriculum in the Republic of Ireland, the Department of Education and Science instigated a seven-year national support programme. Learning from the experiences of other national systems, there was recognition of the strong role of continuing professional development in providing a mechanism through which to embed these changes. Drawing on data gathered during the evaluation of the Primary Curriculum Support Programme, this paper discusses one aspect of the study that investigated the complex interaction between externally initiated professional development and the physical characteristics, working, teaching, learning and leadership environment within the school. Our interpretation of the data indicates that although the Primary Curriculum Support Programme provided schools and teachers with a good grounding in the revised curriculum, systemic and structural issues around primary schooling will potentially undermine any long-term effects. (Contains 6 tables and 4 notes.)