This article aims to study the adoption of national curricula by vocational teachers. In the paper, we review the process of vocational education and training curriculum reform in Estonia over the last 20 years, and, in particular, the introduction of national curricula. As teachers should be considered the key agents of curricular change, we look at how teachers have perceived the changes and make sense of them. The analysis of qualitative interviews with 24 vocational teachers in Estonia revealed very different perceptions towards the process of reforming vocational education and training curricula. Resulting from the analysis, five categories of teachers were identified: enthusiastic innovators, constructive-critical innovators, normative adopters, norm ignorers and bitterly disappointed. The Everett Rogers theory of innovation diffusion as well as the concept of "sense-making" has been made use of when explaining the uneven adoption of curriculum change among teachers, and different reactions to potential changes in their work practices.