This study was conducted in one region in northern Kazakhstan. It involved visits to one urban and two rural schools and regional and district educational authorities. The chapter describes a case study of stakeholders’ perceptions of the implementation of the Renewed Content of Education (RCE). The key questions guiding the inquiry were as follows. (1) How are the aims of the new curriculum understood and being delivered? (2) How have views of the RCE changed over time? (3) Have teaching practices changed? (4) How has the availability of school resources impacted reform implementation? The findings demonstrate that discourses articulated by stakeholders were those of adjustment and attempts to make the reform work in the challenging circumstances of increased rural–urban migration that has left some rural schools more disadvantaged. While the intent of the RCE was to provide a modern, student-centred programme aimed at building the skills needed for twenty-first-century learners, there was not necessarily enough thought of the impact on rural and remote schools. School communities are now slowly adjusting to better understanding the long-term benefits of this initiative.