This article aims to understand the development and debates surrounding a controversial history textbook reform in post-Soviet Moldova. The textbook debate highlighted two identity agendas: first, for politicians and government officials, reforming the curriculum was necessary for the consolidation of a national identity; second, for educators, reforming the curriculum was also a means to reinforce a professional identity. Ultimately, this "mock reform" was implemented unevenly. This case demonstrates that when national history is contested, educators have an important role in constructing the meaning(s) of reforms and aiding in their implementation. (Contains 23 footnotes.)