This thesis is a qualitative exploratory study, examining the factors that support or slow down teachers’ intrinsic motivation to implement a new curriculum, focusing on HEI Schools Toolkit Curriculum. Using a human-centered design approach, exploring the real-world challenges early childhood educators face when adapting new educational frameworks alongside local practices. The research builds on established theories: Self-Determination Theory, Expectancy-Value Theory, and the Theory of Planned Behavior, to identify key motivators: autonomy, competence, and relatedness, and barriers such as lack of ownership, limited support, unclear expectations, and curriculum misalignment. The outcome is learning journey for teachers to foster their ownership and motivation following Learning Arch methodology (Kaospilot, Simon Kavanagh, 2019). Learning journey is designed to support teachers through reflection, exploration, and experimentation. Its core purpose is to help teachers find their own “why” for using the curriculum through a problem-solving approach, encouraging ownership, motivation, and meaningful integration of new practices.