This article reports the findings of a qualitative case study of two preschool teachers and their responses to a court-ordered mandate to use the High/Scope curriculum model. Analysis of the data record, which included interviews, observations, and documents, reveal that despite a framework for action, both teachers remained confused about their role and the content of the curriculum. This article suggests that the current policy strategy of using curriculum models to compensate for the lack of qualified teachers in preschool settings is operating on false and outdated logic that may also contribute to teachers implementing less than desirable practices.