This article presents a review of an introductory essay and three chapters in "Part I, Section B: Managing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). The introductory essay ["Part I: Curriculum in Practice. Introductory Essay" (Ian Westbury. pp. 1-5)] and these chapters ["Structuring Curriculum: Technical, Normative, and Political Considerations" (Kevin G. Welner, Jeannie Oakes. Chapter 5, pp. 91-112); "Curriculum Implementation and Sustainability" (Michael Fullan. Chapter 6, pp. 113-122); and "Technology's Role in Curriculum and Instruction" (Barbara Means. Chapter 7, pp. 123-143)] portray the legibility of curriculum policy texts as always limited by different factors that may lead to proposals not being faithfully implemented in practice, even though an effort is made to that effect. These works are about the acceptance of this inevitable gap between aspiration and action, between the proposed curriculum and the curriculum in action. In this review, Lopes and De Macedo summarize each chapter and present their views about policy understood as a gap between formulation and implementation.