This paper investigates the extent to which curriculum reforms in Scotland require substantial changes in teaching methods. The paper draws on two independent empirical studies into the teacher educators and trainees as their curricula in mathematics and in early years education are revised in line with reform of the school curriculum. Both studies follow trainees across a four year programme collecting data through survey, interview and focus group discussions complemented by analysis of curriculum documentation. The paper offers powerful insight into the complexities of the preparation of trainees as curriculum reform introduces a plethora of structural devices including seven principles of design and intertwined levels and stages of learning. The paper argues that while weaknesses in subject knowledge and articulation of new principles remain problematic for teacher educators and trainees, the move to child centred approaches alongside an increased professional autonomy for teachers provide significant, albeit challenging, opportunities for development. As part of the Curriculum Workshop the paper complements other symposium papers: the increasing child-centred policies in Scotland reflect those in Denmark but contrast with the resilience of the teacher–centred practice within the Italian case study. Full accounts of the approach, methodology and literature review are provided.