This study uses a sequential mixed-method, quantitative and qualitative research design to investigate teachers’ opinions of supports they received to aid the implementation of the Primary Language Curriculum. Questionnaires were used to gather data; findings from questionnaires were explored further by conducting eight semi-structured interviews, six with practising primary school teachers and two with teachers seconded to educational agencies. Findings highlighted that teachers did not feel included in the curriculum’s creation. Both questionnaire and interview data revealed that teachers were unimpressed with their initial seminar-style training days and would have found well-funded, on-site, and sustained support more appropriate. Whilst participants felt many of the supports provided were adequate; there remained a negative disposition towards aspects of the curriculum. The findings in the study will have implications for how future curricula are implemented, including the supports teachers should receive, the consultation process and the type of professional development required by teachers.