The major curricula revisions in South Africa in the last two decades or so have changed the curriculum landscape. These revisions are meant to effect among other issues, the socio-economic development for all through quality education. The latest curricula transition from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS), although meant to respond to widely publicised shortfalls in the NCS, has compromised educator autonomy. This empirical case study was undertaken to explore Further Education and Training (FET) educators' adherence to implementation of CAPS in the light of their professional autonomy. The theory of planned behaviour (TPB) guided this study. This theory presumes that teachers' beliefs direct their behaviour. Data was collected from fifty-two FET educators of varying subjects from twelve Johannesburg schools. The study revealed that the prescriptive nature of the curriculum as espoused by CAPS at times compromised educator autonomy in effecting quality education.