This chapter provides a critical examination of curriculum coherence as a policy idea, with examples from different classroom contexts. Curriculum coherence has been considered a major driver of standardisation in education and a lever for improved knowledge achievements in terms of international large-scale testing in education. A core assumption has been that a strengthened coupling of curriculum elements – goals, content, assessment criteria, textbooks, teachers’ professional development and so forth – according to set standards will improve goal attainment and student performance. A second core assumption has been that clear, precise and detailed achievement standards will benefit equality and equity and have a levelling effect on differences in student achievement in high- versus low-performing schools. However, as will be shown in this chapter, these assumptions ignore some critical factors identified from educational research, as well as basic sociopolitical conditions for curriculum enactment in different schools and classrooms. The chapter discusses crucial aspects for achieving curriculum coherence and ends with a discussion on the concept and its potential and pitfalls in addressing the challenges of the elusive teaching gap and the increasing knowledge segregation in policy-making and teaching practices.