The experience of a teacher confronted with implementing materials and approaches of the Iceland social studies curriculum project is narrated. These materials presumed a knowledge of developmental psychology and educational theories of Piaget, Kohlberg, Bloom, and Taba, translations of which are not readily available to Icelandic teachers. The paper stresses that implementation of any curricular change is a dynamic process, in which teachers use their own knowledge and backgrounds to adapt new materials to their situations. In order for teachers in Iceland to use the new curriculum, it had to be changed from its original intentions. Yet, despite the changes, it remained a program that altered social studies instruction from an emphasis on fact to one that uses a broader approach. It also improved teacher education. Even though the curriculum now in use is neither the old one or the new one proposed by the curriculum project, these changes will have a permanent impact on education in Iceland. (IS)