The Primary School Curriculum of 1999 endeavours to provide children with the most modem critical thought and educational theory in both ideal and classroom practice. Since its introduction the commonly-known Revised Curriculum has encountered much controversy and query. The uncertain response the curriculum generated was not cohesive with its promise of creativity and freedom. The ideals held did not sway those who had to work with it, from teacher and parent to child. As time passed, the acceptance of the curriculum altered, begging the question why. The aim of this research was to examine the development of the Revised Curriculum in relation to its philosophical foundations and theoretical ideals. The core concern is highlighting the praxis of key educational ideologies, where no philosophical framework has been proposed by the curriculum. The study group involved was comprised of a large, group of teachers, parents and children from numerous backgrounds and differing situations. Through the use of interviews, questionnaires and facilitated dialogue, the successes and failures of the ideals of curricular development were encountered. The data garnered in the study processes was analysed both qualitatively and quantitatively to give as concise and conclusive results as possible. This study shows that revising the system does not necessarily create change, those involved in education must also see the value and not just the merit of change. This change is difficult to achieve when the partners of education have no access to a recognised theoretical framework. The thesis aims to provide such a theoretical framework, evident in its application in the research findings. Without such a recognised framework, the limits imposed on the development and understanding of the curriculum becomes apparent. The true aim of creating change cannot exist within the parameters of the curriculum without the provision of more fundamental access to genuine and authentic critical thinking and social integration, for teachers, parents and children. The Primary School Curriculum of 1999 has further to go.