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The impact of a curriculum implementation in English in the Botswana community junior secondary school system was examined using an ethnographic case study approach. The paper outlines some of the findings of this study and concludes from the extensive observations in these schools that there has been little or no change in the nature of the teaching-learning situation in these classrooms from that documented in earlier studies. Three areas are highlighted which appear to play a central role in the lack of acceptance of this curriculum intervention which merit further consideration by the research community.