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This book presents a critical action research study of teachers who reflected on the rationale of teaching physical science Curriculum and Assessment Policy Statement (CAPS) in South African high schools. This study was conducted with a focus on exploring teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools in Ceza Circuit, KwaZulu-Natal. As a result, reflective activity, one-on-one semi-structured interviews and focus group discussion were utilised for data generation in order to explore teachers' reflections. Purposive and convenience samplings were used in selecting this specific group of teachers because we needed teachers with whom we were familiar and who were also accessible. This study was framed by the concepts of curricular spider-web in order to explore teachers' reflection of their teaching practice. This book concludes that, achieved curriculum depends on how teachers implement the intended curriculum.