This entry deliberates on how curriculum innovation can provide a distinctive embedded setting for teacher learning. Curriculum innovation, where teachers design learning experiences by experimenting with the curriculum and instruction, is an influential process. From a postmodern standpoint, learning is seen as being unique to an individual, requiring connections that are wholly different in each person’s case. Hence, teachers’ active experimentation during curriculum innovation become influential opportunities, because they create unique learning trajectories and therefore become embedded teacher learning spaces. To better articulate this idea, significant views of the nature of knowledge and its connection with curriculum innovation process is first discussed. In addition, this entry synthesizes ideas about how curriculum innovation and the attendant considerations of knowledge amplify the teacher learning process.