This chapter presents results of the local implementation of the Renewed Content of Education (RCE) in schools in one large urban city. In line with the focus of Part III, the authors discuss how educational policy translates through the system via regional authorities to schools, teachers, parents and students in the city. They draw on data collected in three mainstream, non-selective schools located in different districts of the city. These schools varied in terms of their numbers of pupils, and each school’s developmental history, students, parents and community composition. The main research instruments used for data collection were semi-structured interviews and focus group discussions with school principals, vice-principals, teachers, parents and students. The key purpose was to gain participants’ perspectives on the value of the RCE and their judgements and reaction to the educational innovations in their schools. The authors discuss the role of administrative support and collaboration and some unique features of the implementation process, such as work in clusters of schools and how this and other strategies fostered the implementation of these educational innovations.