The study looks at the implications of using theory-driven evaluation to examine stakeholders' perceptions on the impacts of Zanzibar's 2021 curriculum reforms.  The evaluation uses an explicit theory of change as a guiding framework to study how educators, administrators, and other key stakeholders understand and experience the reforms.  This technique allows for a thorough examination of the causal pathways that connect curriculum inputs, activities, and outcomes, yielding insights into both intended and unintentional consequences.  By incorporating qualitative data, the evaluation provides a more nuanced understanding of the mechanisms by which reforms influence educational practices and outcomes. The study discovered that TDE can help researchers unpack how factors shape stakeholders' perceptions, reveal gaps in awareness, training, and resources that affect curriculum enactment, and analyze how stakeholders' perceptions align or conflict with the intended theory of change behind the Zanzibar curriculum reforms. The findings emphasize the importance of theory-driven evaluation in capturing complex program dynamics and informing policy decisions to improve curriculum implementation and educational quality in Zanzibar.  This study adds to the expanding body of evidence that theory-driven techniques are useful tools for assessing educational programs and improving them continuously.