This article presents the experiences of 89 members of the academic staff at a new university that emerged from a merger of two historically disadvantaged tertiary institutions located in the Eastern Cape Province of South Africa. The authors examine the responses of these participants to new pedagogical strategies that emphasize learner-centered teaching and assessment processes. Through analysis of the qualitative data, they identified three characteristic response patterns of lecturers along with a number of implementation barriers. The characteristic response patterns include the "career seeker," the "pseudoresister," and the "creative adapter." Each pattern is discussed with respect to how the curriculum transformation using learner-centered teaching and outcomes and assessment is shaped by South Africa's apartheid legacy, the perception of the academic staff, and current structural barriers.