This paper shares with readers the findings of a study that was set in the context of a school curriculum initiative on task-based instruction. The study examined 1) the understanding and decision-making of teachers teaching English as a second language about language learning and classroom task preparation, 2) the difference in task interpretation among elementary and secondary teachers, and 3) the factors influencing interpretations. A total of 114 secondary and primary teachers of English attending an in-service teacher education program on the new curriculum were surveyed and interviewed. Findings indicate that the teachers had a tacit understanding of how to develop and adapt a task description for classroom instructional use.
