Unlike England, Wales and Northern Ireland, Scotland does not have a statutory national curriculum, but Guidelines for local authorities and schools and a national qualifications structure. Currently schools in Scotland are engaged in major curriculum and assessment reform entitled Curriculum for Excellence (CfE). In common with other areas of education policy formation pre- and post-devolution, CfE has been characterised by consultation. This paper offers an account of the development of the engagement process and reports key findings to emerge from consultation with the profession. Drawing on data from school managers, teachers and local authority officers who participated in the consultation process, the paper considers the re-professionalising claims attached to the new flexibilities within the revised curriculum. The paper addresses the challenges faced by the profession in working within looser curriculum structures that afford a higher degree of professional judgment to teachers and greater autonomy to school leaders to build the curriculum to meet local needs. In particular, the role of local authority officers and school leaders as key ‘brokers’ or ‘mediators’ of policy is considered. Finally, the paper reflects on the implications of assessment reform and the extent to which the aspirations of alignment of curriculum and assessment reform are being realised. 202 words