Teachers of subject English across Australia have been involved in a wide range of professional learning experiences to support implementation of the "Australian Curriculum: English" since its introduction in 2010. This article investigates the professional learning experienced by a small number of primary school teachers in two Catholic primary schools in Melbourne, Australia for implementation of Victoria's "AusVELS English F-10." Institutional Ethnography and Bourdieusian field analysis are employed to analyse documentary and interview data, generating understanding of professional learning during this time of curriculum change in one large institution. The article finds that the professional learning in focus is coordinated by a number of key features, which are shaped by external factors from the wider field of education as well as institutional influences that customise professional learning.