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This paper explores the journey teachers from a systemic Catholic primary school in regional northern New South Wales, Australia, undertook in the implementation of a new school curriculum framework, underpinned by 21st-century teaching and learning theory, policy and practice. With the swift and sweeping implementation of the Australian federal government's economic stimulus package 'Building the Education Revolution' [BER] in 2009, schools were afforded the opportunity to rethink school and classroom design to support the 21st-century learner and their needs. This programme expedited the creation of a flexible learning environment at the case study school, aligned with innovations in teaching and learning practices and school structures. Extending teachers' professional learning and deepening staff knowledge were important first steps in fostering a consistent understanding across the school of not only the 'how' of change but also the 'why' of change. The study's findings should resonate with other schools wishing to engage in whole of school change. [ABSTRACT FROM AUTHOR]