Learning outcomes rather than syllabus content have become a key feature of curriculum design across many jurisdictions. The authors' intentions are to provide a theoretical framework for their planned study of this changing approach to curriculum design in the Republic of Ireland. These changes are situated in the broad context of educational paradigms, curriculum cultures, and models of curriculum design. The introduction of teleological learning outcomes is placed in the historical context of the Learning Outcomes Movement. Drawing on a desk-based study, the key characteristics of these outcomes are identified. Involving elements of both Anglo-American and Didaktik curriculum cultures, the emerging picture is one of hybridisation. While fully recognising the importance of curriculum aims and pedagogical intentions, the authors raise significant concerns regarding the ‘canonisation’ of pre-determined learning outcomes, that, being teleological rather than emergent (Stoller, 2015) in nature, are expressed in behavioural language. Philosophical and ideological aspects of this emerging hybridisation are discussed, along with associated curriculum implementation matters. Key issues and conundrums are identified which provide valuable reference points for engagement with actors at the macro, meso, and nano levels during subsequent phases of the proposed study.