Even if the preceding steps in curriculum development seem to have been effective, the implementation phase is really the ‘moment of truth’. Implementation will always reveal the strengths and the weaknesses of the curriculum and of the process by which the curriculum has been developed. New curricula, or newly revised curricula, which are likely to have wide institutional implementation, are sometimes pre-tested in different contexts before they are more widely adopted. Different stakeholders may then give feedback on the effectiveness and efficiency of the learning brought about as a result of the programme of learning. A PCD approach favours flexibility, however, and wide-ranging adoption of a specific curriculum means that, in practice, many stakeholders will not be involved directly. The opportunity should always exist for experiences and learning points emerging from the field and other sources of information to be incorporated into the curriculum development process.