Since Jamaica gained its independence, successive governments of the country have implemented various curriculum policy initiatives at both the primary and secondary levels of the education system, aimed at providing increased access and improved quality education for citizens. While many of these initiatives have led to increased access to education in the island, the issue of improved quality education continues to be a challenge. Considering the United Nations’ Sustainable Development Goal Four, where inclusive quality education is an imperative, curriculum policy is a necessary tool to achieving this objective. However, the success of a curriculum policy resides in the interplay between policy and practice and the merits of the policy in yielding the expected results once implemented. This paper presents an analysis of teachers’ and school leaders’ experiences regarding what happens when curriculum policy initiatives meet the diverse contexts of schools. From this analysis, strategies for implementing curriculum policy as an approach to improving quality education in Jamaica are proposed.