This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers' performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space require committee negotiations between head teachers, teachers, and higher level management in the project. The results show the importance of open communication, and a bottom-up as well as a top-down flow of decision-making. Communication and decisions flow down to the middle managers, and the reactions and opinions of those at the bottom may or may not flow back up to the decision-makers at the top.