With the introduction of the Revised Primary Curriculum in the late 1990s, a child centred, integrated, holistic curriculum was adopted at the lower primary level with a more subject-based approach at the upper levels. A constructivist pedagogical approach was en­dorsed. The changes expected in the learning environment included a change in the role of the teacher, the use of questioning techniques that would stimulate higher order thinking in the children, a more activity-oriented environment in which children were frequentfy engaged in collaborative learning, and changes in the mode of assessment. 
This paper explores the extent to which such changes are evident in the classrooms of grades 1-3 in selected primary schools which were involved in the pilot of an innovative lit­eracy programme. It pinpoints persistent challenges such as resources, physical conditions in schools and classrooms, and teacher motivation, and highlights some promising new trends. Implications of the findings are discussed.