This paper presents the meta-theoretical Consolidated Framework for Implementation Research (CFIR) that was adapted to structure a narrative scoping review to inform the evaluation of an Ethical Education (EE) curriculum. The CFIR is a tried and tested implementation science model used effectively within health care settings. To date, it has not been used as a framework in an educational context. The five domains of the CFIR: characteristics of the individual; inner setting; outer setting; intervention characteristics; and implementation process were interrogated and mapped to educational constructs namely: teacher characteristics; school and class settings; wider school community; curriculum characteristics; and curricular implementation, respectively. This paper illustrates how an implementation science approach, using these educational constructs, can inform a scoping review to support the evaluation of a curriculum.