The Numeracy Development Project has been heralded as an example of successful transformation of policy to practice. Evidence of raised student achievement and improved teacher knowledge has been reported for three consecutive years for the Early and Advanced Numeracy Projects (see Thomas & Ward, 2001, 2002; Thomas, Tagg, & Ward, 2003; Higgins, 2001, 2002a, 2003a for a full account). Major factors in the success of the implementation of this policy include on-going evaluation, a developing research base from the findings, and the promotion of the concept of a learning community. This article is a descriptive analysis of the Numeracy Development Project using Rist’s (1998) framing of the policy process and Patton’s theory of utilisation-focused evaluation. It discusses the different interdependent and interrelated aspects of policy formulation, implementation and evaluation that comprise a dynamic approach to the policy process.