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This case study examines the perceptions of primary school teachers about the teaching and learning of Visual and Performing Arts (VPA) following a seminal curricula review undertaken by the Government of Zimbabwe (GoZ) and its subsequent implementation in 2017 in Zimbabwean schools. Data collection included interviews with teachers, observing them teaching VPA lessons, and analysis of curricula documents. The findings indicate that teachers manifested a relative lack of disciplinary and pedagogical knowledge of the discrete components of VPA and that schools were ill-equipped to transition into this new curriculum area. These observations have implications for the programming of VPA pre-service teacher education curricula and the facilitation of capacity development programmes underpinned by effective pedagogical approaches. [ABSTRACT FROM AUTHOR]