Changes in the education system in any country are realized through curriculum reform. Global advancements demand that the education system produces citizens who are equipped with the 21st century skills to be able to function effectively in a competitive world. Reform initiatives are usually aimed at improving present practices or replacing nonfunctional ones which may have become obsolete due to technological, cultural, social, and economic advancements. At the heart of any reform are teachers, who are not just enactors but should be active planners and designers in the successful implementation of new reforms. Subsequently, teachers will display greater willingness to adapt and implement new reforms. This article reviews literature on teachers’ views of the implementation of curriculum reform and factors which influence teachers’ implementation of curriculum reform. It draws on published peer-reviewed articles and journals related to teachers and how they interface with new reforms within various subject areas and from various countries to organize the findings. It adopts the suggestions made by researchers Lim and Khine (2006) about managing barriers to curriculum reform as a benchmark to develop a framework for teachers’ successful implementation. The conclusion drawn is that curriculum reform is essential for successful development of a society and is best achieved through the bottom-up approach.