This paper provides an analysis of recent educational reforms in Hong Kong that aim to transform the ideological basis of the curriculum, teaching and learning. While the reforms appear compatible with current international developments in higher education and school curriculum--movements, for example, towards standards-based accountability, the development of technological expertise and meeting the needs of diverse learners--major aspects of the reforms appear to contradict one another. The implications of current reforms for teacher education, in particular, are discussed together with issues related to the politicisation of reforms and teacher education pedagogy. The discussion highlights the need for an alternative approach to educating and preparing both new and in-service teachers in Hong Kong to cope with the current and future educational reforms.