To examine how principals in schools in Northern Norway value the reform Kunnskapsløftet [in English the reform of “Knowledge Promotion”) and the new National Curriculum (LK06) the study used (1) a survey to all primary schools (N=92) in the region of Finnmark, Norway, and (2) interviews with five of these principals – one year after. The reform of Kunnskapsløftet put a stronger emphasize on the quality of the owners of the schools - the mayor on behalf of the municipality- often in a small municipality situated in remote districts. The principals, both in the survey and in the interviews, felt alone in implementing the new curriculum. The result is a bigger gap between classes inside the same school, and bigger gaps between schools in the region. Some school manage the new reform well in all aspects, other schools have taken two steps backwards, both in administration and in learning activities for children. In small schools and in small places, the principals in schools need mentors, supervisors or supports to cope with their new role.