This study presents the perceptions of three beginning teachers about their experiences as they implement the Revised Primary Curriculum at grades one to three in Jamaican classrooms. The study documents the beginning teachers’ views on their ability to interpret and enact the curriculum using knowledge from their teacher training programmes. By presenting data gleaned mainly through individual interviews, the findings from this small-scale generic qualitative study revealed that the beginning teachers were excited about teaching when they entered the profession, had unmet expectations regarding workplace learning, and had negative experiences with implementing the curriculum in use. The findings also showed that beginning teachers felt they needed strong support from mentors to be successful at implementing the Revised Primary Curriculum. Based on these findings, the paper offers a pedagogy of practice as an important framework for supporting teacher learning and development — from student teacher development to becoming classroom teachers.