Anchored in the narrative inquiry tradition, this article examines commonly held beliefs about curriculum dissemination from the perspective of a teacher whose campus participated in a major school reform initiative. Through the presentation of a constellation of fine-grained stories revolving around the teacher's curriculum making as an art educator, the integral role that narrative played in the elucidation of her knowledge, most specifically her emerging understanding of curriculum development and dissemination, comes to light. At the same time, the underside of technical rationalism, the taken-for-granted worldview that dominates Western society and drives educational policy, is exposed and held open to scrutiny. (Contains 5 notes and 5 figures.)