This study explored teachers’ experiences in the implementation of the Primary Curriculum Rewrite (PCR) at a primary school in South Trinidad. Data were collected through interviews with four teachers, as well as through observations, field notes, and document analysis. The findings revealed that the teachers had issues with their proficiency, which was a direct result of inadequate training, lack of support, and unavailability of resources in implementing PCR. In addition, teachers’ experiences of the PCR in training indicated a top-down, centralized, power-coercive model, which led to resistance to change.
