This dissertation is a pilot study on\"Curriculum for Excellence\" from an independent girls' school in Edinburgh. Semi-structured interviews were conducted with ten teachers from an independent girls' school with the purpose to identify their views on this new curriculum development. Findings suggest that teachers are struggling with ambivalence before they are sure what the next stage will be. The perceived vagueness toward assessment for \"Curriculum for Excellence\" is a big concem for most teachers in that school，which has to some extent caused uncertainty and anxiety among some teachers.Although they have realized the importance of communication between other coUeagues within and outside the school，time is unavailable for them. They are expecting more tangible support from the govemment in terms of assessment and more detailed guidelines.