This study on the implementation of Estonia’s new computing curriculum in lower-secondary schools follows the Design-Based Research (DBR) approach. The research was conducted in three iterative phases, encompassing surveys, analysis of student contributions, and semi-structured interviews with students, teachers, and school coordinators. Our findings revealed that the curriculum enhances both technical and soft skills, although significant challenges persist, including the readiness of teachers and school administration to change their current practices. The results from the second and third iterations of the study are discussed in detail, reflecting on the challenges faced by the real-world applicability of the new curriculum. These insights provide valuable guidance for educators and policymakers aiming to navigate the practical challenges of curriculum adoption.