After the Kosovo conflict ended in June 1999, Kosovo educational authorities, backed extensively by international technical assistance, introduced educational changes for the first time after a decade of isolation. Educational policy documents started to shift rhetoric of teaching and learning practices from traditional, largely content-based, into more democratic contemporary, and learner-centred, ones. The introduced changes required Kosovo educators to implement new curriculum, new teaching methodologies, and new assessment techniques. Further, they had to go through professional development programmes to get ready to live up to newly laid out expectations. This paper discusses perceptions of a limited number of Kosovo educators about post-war educational change as presented in Shkëndija, the only local monthly educational magazine published in Prishtina, Kosovo's capital, between 2002 and 2007. The findings suggest that while educators adopted most of the policy talk advocated by the reform agenda, they lacked ownership over the process and faced a myriad of challenges during the implementation phase. A few areas for further research are identified.