This paper identifies and addresses potential conflicts in Jamaican lower primary school curriculum practices arising from a curriculum reform initiative of the Ministry of Education. This initiative involves revising the grades 1-3 primary curriculum from a subject-based to an integrated model in the second phase of a Primary Education Improvement Project (PEIP II), partially funded by the Inter-American Development Bank (IDB). The genesis of the potential conflicts lies in the contradictions that will inevitably surface when the new integrated curriculum model is introduced into classroom settings that are not structured or ready to support its implementation. Indeed, such conflicts are already emerging.