Chapter 4 reveals the tensions in ETL--between its transformative orientation and transmission-based implementation--and among different policy actors. If there is no common or shared understanding about ETL among the policymakers, how local actors can make sense of the policy anyway? This is the central question that this chapter tries to unpack. In order to achieve this objective, I want to understand how tools mediate local actors' understanding and practice of the ETL policy based on the analysis of policy tools produced to promote ETL. [For the complete volume, "Reforming Pedagogy in Cambodia: Local Construction of Global Pedagogies. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 62," see ED671925.]