The National Curriculum Framework 2005 articulates a new vision of the school curriculum as an inclusive space that extends beyond the conventional textbooks into the realm of teaching-learning processes. While this vision has the potential to enable education to become a critical catalyst in the process of social transformation, it fails to engage enough with a most crucial link - the agency of the teacher. The proactive engagement of the schoolteacher with processes of curriculum redesign is a necessary condition to ensure the success of the NCF. However, as this paper argues, radical change in the school curriculum without changing the central reality of teachers in Indian classrooms can do little to alter educational processes and outcomes. The exercise of curriculum renewal must attend to the equally vital need of transforming the state of teacher education in India, if the NCF's vision of schools as sites of social transformation leading to an egalitarian and just social order in the near future, is to ever become a reality.