Curriculum change affords middle leaders opportunities for pedagogical and planning renewal. This paper reports case studies of two schools engaged in preparing for implementation of Version 9 of the Australian Curriculum: Mathematics. Drawing on interview data from a middle leader from each school, Bacchi's question, "What's the problem represented to be?" was used to explore factors underpinning how these leaders identified a "problem" to be addressed. Findings revealed that even when shown alternative interpretations of their perceived problem, these middle leaders were still "driven" by their own interpretation of the problem.