The current curriculum reform agenda in Hong Kong is enmeshed in the politics of a post-colonial society. Yet, there is not a single view of what post-coloniality means for Hong Kong's school curriculum. This article focuses on analyzing the curriculum reform agenda that has emerged in post-colonial Hong Kong. This agenda was not only post-colonial in time but, as will be argued in this article, also post-colonial in substance. The analysis to follow is focused on three broad areas: (1) The contexts that shaped reform and the nature of the curriculum reform agenda; (2) The vision and reality of the reform agenda, especially from the point of view of policymakers; and (3) The public responses to the reform agenda. (Contains 6 endnotes.)