Australian teacher training universities continuously aspire to translate contemporary teacher education research findings into viable classroom teaching practice. However, much seems to be lost in the “translation.” While Australian teachers are considered to be amongst the best in the world, their reputation belies an incompatibility between modern teaching techniques and traditional approaches such as transmission and behaviorism. This paper will discuss current initiatives by the Australian Government to transform what is considered an already “quality” education system into something “better” with a newly developed national curriculum. Expectations to be placed upon Australian teachers in achieving mandates within the new national standardized curriculum will be explored.