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This paper explains how the activity theory is used as a framework to analyze the barriers to a virtual Management Information Stream (MIS) Curriculum in Jordanian schools, from both the sociocultural and pedagogical perspectives. Taking the activity system as a unit of analysis, this study documents the processes by which activities shape and are shaped by their different levels of context. Through qualitative data collection methodologies, the study explored the various contextual and personal imbalances that appeared while implementing the MIS at schools. At the end of the study, several suggestions and recommendation are offered to enhance the curriculum and its implementation at schools. [ABSTRACT FROM AUTHOR]