This paper examines the interrelationship of curriculum reform and teachers’ professional learning in the transition to the new school curriculum, Curriculum for Excellence, in Scotland. Based on document analysis of secondary sources and analysis of archived datasets, this paper identifies when, where and how the professional development needs of educators were identified, by whom and how the response to these needs was formulated in changing economic circumstances. The relationship between educational reform and teachers’ professional learning has been a focus of attention in the USA (Payne 2008; Elmore 2004), Europe (Law and Nieveen, 2010) and Australia (Yates, Collins and O’Connor, 2011). The paper draws largely on two research studies commissioned by the Scottish Government between January 2008 and August 2010. Two strands of inquiry are reported: (1) analysis of archived data sources generated through formal consultation during the official ‘engagement year’ (November 2007 - December 2008) that preceded full implementation of the new curriculum from August 2010; (2) following a screening process, content analysis of policy documents, speeches, news media, parliamentary records, and activities of teachers’ professional associations and employers that address professional capacity and curricular change.