Abstract: This study aims to investigate the impact of teachers’ curriculum approaches (curriculum-developer/ curriculum-maker/ curriculum-transmitter) on teachers’ cognitive change/ professional development (subject-content knowledge/ pedagogical content knowledge/ curricular knowledge) (Shulman, 1986); and affective change (attitude toward the teaching profession and job satisfaction). The qualitative paradigm underlies its data collection and analysis, where it employed qualitative evaluation, interviews and participant observations. The constant comparative method was the technique utilised in data analysis. The study concluded that the teachers’ curriculum-developer and curriculum-maker approaches equally have a positive impact on their subject content knowledge and their pedagogical and curriculum skills. They also lead to teachers’ professional satisfaction. Conversely, teachers who just transmit curriculum content without introducing significant changes (curriculum-transmitters) rarely develop these skills and knowledge. They carry out routine work. The study provides important recommendations for teacher education and development and future research.