The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom. It is argued that new curriculum reforms have to take place concurrently with other changes in order for them to have a significant and long-lasting effect. Three possible ways will be suggested that will help the teachers to avoid formulating reform meanings that are not aligned with the vision and goals of the new curriculum.