Although Dutch schools and teachers have a large degree of freedom in curriculum issues, lesson planning by teachers in (secondary) schools is usually characterized by extensive reliance on textbooks, resulting in more homogeneous practices than one might expect. However, this pattern is challenged by a number of emerging trends. Many schools are striving after substantive and pedagogical renewal of their school profile and classroom approaches, for example aiming at more curricular coherence between various subjects, more activity-based learning, and more use of ICT. Such changes can only be addressed by teamwork of teachers on these developments. It appears quite problematic for teachers to develop an appropriate language and adequate strategies for such collaborative curricular and instructional challenges. This paper will analyze how Dutch schools and teachers are struggling with these challenges in recent years, highlighting problems and obstacles as well as several more promising experiences. Moreover, we will present some research- and practice-based suggestions on how to support those teachers with their innovation activities.