This paper reports on an investigation into the impact of the introduction of Beginning Literacy (BL) as an interactive approach to early literacy education, on the literacy curriculum and practice in Icelandic primary schools. A questionnaire to teachers in grades 1-4 revealed differences in the teaching practices of BL and non-BL teachers. Most notably the non-BL teachers adhered more to technical aspects of reading, whilst the BL teachers emphasised a wider variety of literacy aspects and teaching practices. However, the differences were less than expected, suggesting that teachers need more prolonged support to change their teaching practice.