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Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the ndings of a three-year (1995)(1996)(1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were signi cantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the depth and complexity of the implementation process and provide useful guidelines upon which policy makers can draw.