Examined the key constructs of Norway's centrally-based curriculum reform plan, Laerplan 97 (L97), interviewed those responsible for designing the subject related curricula, and administered teacher questionnaires (n=54). Findings show how the journey from policy making to effective classroom practice would benefit from a continuing interface with all parties to consider the relationship between theory and practice. Draws insights from the British experience with a national curriculum. (Author/SLD)