This article draws on postmodern curriculum theories to present a critical analysis of the drastic curriculum changes that took place in China during its Cultural Revolution (1966-1976). It is hoped that a postmodern perspective will shed some light on why the educational reforms failed during this period. The text examines both sides of the Chinese educational reform and the soundness and the limitations of Mao Tse-Tung's educational theory. It provides a context for postmodern studies and examines educational reforms versus social and political changes in China. Examples are given of the reform in progress and how the tearing down of the educational system without providing the proper structure for a new system led to chaos. The paper claims that Mao's intention to end the deep-rooted feudalism in China was sound, as were the ideas of giving equal opportunities of education to everyone in the society, moving away from traditional teaching methods and making teaching relevant to students. However, it was moving from one extreme to another in the process of reform that lead to the disastrous results of the reform. (Contains 29 references.) (RJM)