The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly in all schools across Australia. This has prompted widespread debate regarding the impact of recent initiatives in Curriculum, Assessment and Reporting on this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to develop content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by the advent of an Australian Curriculum. In doing this it draws on some of the evidence already available in an international context, as well as the responses of a group of stakeholders (teachers and leaders). These data highlight both tension and opportunity in this area of work