In China, the eighth round of national curriculum reform (NCR) is the most serious, systematic, and ambitious attempt to transform the basic education curriculum system since 1949. Through a review of the contexts, processes and outcomes of the implementation of the NCR from 2001–2011, this paper provides a further discussion on three pairs of apparently conflicting aspects: policy borrowing or policy learning; revolution or evolution; success or failure. It enriches our understanding of the implementation of large-scale reform in a non-western context like China in the following ways: Firstly, the NCR is China’s reaction against as well as response to the requirements of the current era of globalization; secondly, the debates and setbacks during the implementation of the NCR are not necessarily destructive, and a more integrative view should be adopted by the NCR on the balance between tradition and innovation, between localized concerns and global perspectives; thirdly, it is not wise to make a rash judgment on the reform outcomes of the NCR, especially the invisible and profound cultural changes. All those who are concerned about the evaluation of the NCR may need to rethink and clarify their views and positions on the purpose of education.