However, when the system relies wholly on trust and thus has few incentives (or sanctions) for the actors, long-term implementation in the face of resistance becomes problematic. School leaders must involve the teachers in the process of developing school cultures based on a real understanding of the intentions and principles of AfL. Yet the majority of the teachers interviewed struggled with interpreting the AfL programme and what would be considered as “correct” practice. There is still a lack of understanding regarding the government’s intentions and teachers have not developed a common understanding on how to transform the theory underlying AfL into high quality teaching practices.