We examined the possibilities of employing collaborative action research (CAR) to promote Mainland Chinese secondary school teachers' engagement with the recent curriculum reform. A brief background of the history of the examination culture and the curriculum reform is provided. We analysed key challenges leading to teachers' resistance to curriculum change, including test-based accountability control, lack of self-efficacy, and perceived roles as mere curriculum receivers and implementers. We then drew from CAR to offer considerations to promote teacher change where teachers can be encouraged to align their teaching with their moral purposes, build up self-efficacy, and develop ownership of curriculum change.