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Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]