This paper explores the nature of content and language across the curriculum in relation to the Targets and Target-Related Assessment (TTRA) initiative. The TTRA is an assessment initiative designed to improve the quality of individual learning from Primary 1 to Secondary 5 in Chinese, English, and Mathematics in Hong Kong. A picture of content and language that is cross-curricular and subject-specific is offered. It is one in which context and language are interrelated. It depicts learning as the construction and elaboration of frameworks of conceptual and procedural knowledge and related frameworks of language through inquiring, thinking, problem-solving, communicating, and valuing. It depicts progress as the construction and elaboration of frameworks as a result of actively engaging in challenging uses of knowledge that are purposeful and contextualized and involve processes of thinking and doing which lead to products. Implications of the view of learning and language embodied in the TTRA framework impact students, teachers, principals, and the education system. (Contains 18 references.) (JP)