One year after the implementation of an Inclusive Curriculum Capacity Building (ICCB) project in an Australian university Arts faculty, this paper revisits the curriculum, teaching staff and student outcomes, exploring what it takes to achieve lasting change. There are positive findings to report, but the study also finds that lasting change in curriculum development practices requires more than a 'grassroots' approach. The authors undertook a formative, collaborative intervention informed by principles of cultural-historical activity theory to help bring about changes to these practices. In revisiting the key players and curriculum after a year, our question was: to what extent had culturally new patterns of activity emerged to sustain the ongoing development of more inclusive curricula in the faculty? We apply an activity theory lens to help identify contradictions and discontinuities that could become possibilities for ongoing change and the foundations for expansive learning in this context.