This qualitative case study examines the Education Faculty Perspectives (EFPs) of the Karakoram Public International University in Gilgit-Baltistan, Pakistan, on teachers' experiences of a recently introduced education reform (an Honor's Bachelor of Education program [B. Ed Hons] mandated by Pakistan's Higher Education Commission (HEC) in 2010. The B. Ed Hons has replaced the existing pre-service programs nationwide. Our analysis identified several paradoxical themes about borrowing of the B. Ed Hons: at the "talk"/rhetoric level, the program was welcomed as a transformative shift in teacher education; at the "walk"/implementation level, its practicality and sustainability became complicated; at the decolonisation level, the discourses on the colonial nature of knowledge and North-South dependency were muted. Implications for moving from borrowing external "best practices" to producing local solutions are highlighted. The analysis suggests the contextual realities and challenges should be addressed, individual and structural capacities developed, and an incremental, critical-constructive approach to both external and local ideas be pursued, and decolonization discourse included.