This article is an analysis of the meaning of context in implementing curriculum reform. It uses an analysis of two Kosovo curriculum reforms in the previous two decades to elaborate on how education systems engage in the transfer of transnational ideas as well as how they face challenges in making those ideas succeed. The article uses Discursive Institutionalism and the debate between the Didaktik and Curriculum Theory Traditions as a framework for analysis to understand the form of ideas and types of discourses that are relevant for successful curriculum reform. While the Kosovo curriculum reform has been struggling to find a balance between the Didaktik and Curriculum Theory Traditions, it is evident that two reform projects did not provide sufficient possibilities for coordinative discourse among key actors in the reform implementation. For reform to succeed, education systems need to balance between both background and foreground ideas as well as communicative and coordinative discourses. In education systems whose professional capacities are limited and whose resources are scarce, such a balance gains greater importance, indicating the need for more school-based development activities. Therefore, the context should not be viewed as solely static, but needs to be assigned a new meaning regarding what it is and should be placed at the service of reform implementation by recognising the importance of critical reflection when adopting a particular curriculum policy orientation and tailoring the discourse for promoting reform ideas.