The aim of this study was to examine the role of value orientations in teachers'reception of a new health and physical education curriculum. During last years school curricula have changed in Québec to meet new key competences standards. Studies reported gaps between curriculum design and curriculum implementation. In this exploratory study, we collected value orientations of twenty-five physical education Quebecers'teachers. These data were compared to value orientations identify in the new health and physical education curricu-lum. Results revealed commons trends between teachers and curriculum priorities for the learning process, social responsibility and differences for disciplinary mastery. These results are discussed through the role-play by value orientation in teachers' reception and implementation of a new curriculum and through the process of teaching practices change in a context of school reforms.
