This book investigates the process of implementation of externally imposed educational change. It's central core is a finely detailed empirical case study that offers insights into the meaning of educational change by coming to an understanding of the ideologies, values, and attitudes of key participants—a group of teachers who reveal why they act the way they do when faced with management directives to makes changes to their professional working practices. The theme of the book is articulated by the question that weaves through the study: How do individuals manage to retain a sense of freedom with constraints imposed on them? The approach adopted in this study shares the perspective known as policy ethnography which stresses the problematic nature of implementation, viewing it as an active process whereby individuals engaged in the act of implementation interpret, reinterpret, reform, and reconstruct the policy ideas when actively putting them into practice or into use.