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.

Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms.

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.