This research study has emerged as a result of my concern regarding many of my colleagues’ apparent low morale in the teaching profession. Since the new dispensation in 1994 the South African education system has undergone numerous and intensive curriculum changes as varying policies aimed at transforming education in South Africa have been implemented (Asmal, 2009). I, therefore, decided to investigate the lived experiences of Intermediate Phase teachers regarding curriculum renewal processes in South Africa over a fifteen year period from 1998 to 2012. This period encompasses the four curriculum renewal processes which have been implemented since 1994. The research undertaken was an empirical study and qualitative methods were used for data gathering purposes. Data collection tools included unstructured, individual, in-depth interviews and reflective journal entries. The qualitative data generated suggest that many teachers in the Port Elizabeth Metropole appear to be demotivated by the uncertainty around curriculum renewal and the impact this has on curriculum implementation in their respective classrooms. According to Ornstein and Hunkins (2004), the implementation process of a new curriculum requires extensive actions by the designers and implementers of the new programme and Smith (2008) asserts that managing change in education, and improvement in classroom instruction, are very complex tasks which teachers and learners face worldwide. The study revealed that the main obstacles to successful curriculum change initiatives are insufficient training of teachers, lack of support for teachers and time constraints under which teachers work. An investigation into the lived experiences of teachers regarding the post- apartheid curriculum renewal processes should make a valuable contribution to the debate in terms of providing insights for curriculum implementers of possible alternative curriculum implementation strategies for more effective curriculum renewal processes in the future.