This paper outlines one researcher's reflections on the development and use of a conceptual framework as a research tool. Firstly, it discusses the conditions upon which a conceptual framework was devised and used in a major research study. Secondly, it provides evidence concerning the efficacy of the conceptual framework for its purpose in that study. Finally, the paper briefly explores possible transferability of the framework more generally into education contexts. The study referred to in the discussion was a large scale study of educational change management investigating the introduction of an innovative new curriculum, Dual Accredited Vocational Courses, into the senior years of high school in New South Wales (Smyth, 2002). (Contains 1 table.)