South Africa has been in a process of far-reaching restructuring and currently is still experiencing a bombardment of many educational change policies. Education policy for educational change only becomes reality once it is implemented at the micro (classroom) level. Teachers indeed are the key role-players in this implementation phase and are unfortunately, more often than not, the silent voices in this process, ignored and discounted in this stage of educational change. How they experience and understand the policy change, or how the human side of policy change is contextualised, remains a mystery to be explored and explained.It appears reasonable to assume that teachers' experiences of education policy change in developing South African circumstances would be influenced and constructed by the contexts in which they work.