Trajectories of teachers’ perceived curriculum coherence in the context of Finnish core curriculum reform MA, Jenni Sullanmaa, corresponding author Faculty of Educational Sciences, University of Helsinki Prof. Kirsi Pyhältö Faculty of Educational Sciences, University of Oulu Professor, Center for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki Extraordinary Professor, University of Stellenbosch, South-Africa. Dr., Research Director, Tiina Soini School of Education, University of Tampere School of Applied Educational Science and Teacher Education, University of Eastern Finland Prof. Janne Pietarinen School of Applied Educational Science and Teacher Education, University of Eastern Finland Abstract Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation. Keywords: Curriculum coherence, educational change, comprehensive school, latent profile analysis Funding This work was supported by the Finnish Ministry of Education and Culture [grant number 6600567]; and the Academy of Finland [grant number 295022].