Pakistan is among those South Asian countries that are still striving for a successful education policy to be in place for achieving the goals of quantity and quality. For more than 66 years there have been many interventions and initiatives to reform current practices in public educational institutions. In 2009 a similar initiative was taken by the Higher Education Commission with huge funding from USAID. Under this initiative a new program plan for four-year undergraduate B.Ed Honors Elementary was developed to be offered at the universities; and course guides were developed for the courses to be offered at colleges of education in a two to three-year program titled Associate Degree in Education. Teacher education policy under this curriculum reformed was reviewed and the old undergraduate certificate and diploma programs were closed. Teacher educators at universities and colleges of education were provided short professional development trainings. I conducted an interpretive policy analysis at six institutions in three provinces of Pakistan including four colleges of education and two universities. The major goal was to explore the enacted curriculum at institutional level. I studied the institutional realities such as physical infrastructures, availability and accessibility to resources and teacher educators' roles in implementing the new reform using observation, document reviews, interviews and pictorial data analysis. The study helped in bringing those voices to the foreground thatwere not evident or were ignored during the planning and implementation process. The study helped in identifying those challenges and issues that were faced by the teacher educators during the first two years of the program implementation at university and colleges of education. The teacher educators at universities and at colleges of education work under much different circumstances and the teacher educators at colleges of education have to face authoritative hierarchical pressures from multiple directions. One major finding was that for a reform to be successful in education in Pakistan, a more inclusive and participatory policy making and implementation approach like Michael Fullan's (1993) framework is needed. Specifically, neither absolute top-down nor bottom-up policy initiatives work; everybody's voice should count and a balance between centralized and decentralized procedure should be adopted.
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