A Multiple case study strategy, with different data sources and data collection methods, explored and elaborated the implementation of reformed primary curriculum in two government primary schools in Afghanistan. School authorities didn't prioritise this reform as a contemporary reform need of educational system in Afghanistan, though the reformed curriculum and its implementation plan have been directed from central educational office for implementation to schools as a homogenised and standardised curriculum implementation paradigm. This fidelity change curriculum reached schools without orientation, which had negatively affected the efforts of school authorities to function objectively at school. The re-culturing efforts of MoE had positively affected the curriculum implementation at classroom level. The community and also the higher authorities of the system were supporting school authorities in the effective implementation of curriculum, though the principals were not qualified and professional in managing and leading the curriculum implementation at school effectively, and teachers were not regularly and fully using curriculum implementation strategy in the classroom. In consideration of the above mentioned challenges, the school authorities adapted the change and these changes were mutually implementing in a post-positivism paradigm of implementation. The implementation of this change eventually paved way towards achieving the stated goal of this change, along with encountering the abovementioned hindering factors.