The aim of the present study was to assess Israeli certification program for teachers of gifted taking its initial steps in 5 locations. Research sample comprised 40 stakeholders. Goodlad's model of curriculum transformation constituted a framework for describing the various programs as they change from the Ministry to the teachers studying them. Data concerning the different facets suggested by Goodlad were collected via semi-structured and deep interviews, analysis of documents, and classroom observations. Significant differences were found between the two types of certification programs in four of the five facets of curriculum: (a) formal--referring to Ministry rationale and program design and structure; (b) perceived--referring to local program design, and program coordinator's role; (c) operational--referring to enactment of perceived curriculum by lecturer, and contents taught; and (d) experienced-- referring to learners' perception regarding program contribution and disadvantages. Study findings suggest that both types of certification programs, although taking a different approach, experienced difficulties along curriculum transformation. The study proposes factors for examining curriculum transformation in certification programs, and discusses practical implications for future consideration. (Contains 5 tables.)