Teachers are no strangers to change, and it is common for teachers to go through at least one curriculum change in their career. Teachers’ concerns regarding curriculum change have been studied in science education across the globe, but concerns from a Canadian context are understudied. Canadian provinces are responsible for producing and supporting their own curriculum documents and this chapter describes a study investigating Saskatchewan teachers’ concerns arising from the 2016 release of a new, Grade 12 physics curriculum document. The context of physics education in Saskatchewan is discussed including differences between the previous curriculum document, released in 1992, and the 2016 document. Semi-structured interviews with 16 teachers across Saskatchewan were thematically analyzed using the Stages of Concern framework. Teachers in this study were concerned about the increased need for teacher interpretation resulting from the revised structure. They also had concerns about student and teacher preparation and changes to the content being taught. Finally, teachers expressed a desire for connection between physics teachers in Saskatchewan. Suggestions for supporting teachers through curriculum change are offered.