Starting in 1997, a sophisticated, outcomes-based curriculum was to be implemented in South African schools. This study examines and analyses how science teachers in one rural school responded to the demands of this new curriculum. I consider the capacity of the school and the extent to which outside support and pressure was provided. The levels of implementation are analysed in terms of a proposed "zone of feasible innovation", a hypothetical construct which suggests that innovation should not exceed current practice by too large a gap between existing practice and the demands of the innovation. (Contains 3 figures, 1 table and 6 notes.)