This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.