From 2007 to 2012, the Ministry of Education in Nepal - with development partners UNICEF, Save the Children, and UNESCO - revised the Social Studies curriculum in order to promote education for peace, human rights, and civics education, following 10 years of insurgency and the transition to a democratic republic. Assessments of this curriculum revision process - commissioned by Save the Children, and implemented by the Department of Education (in 2010) and the United Nations Development Programme (in 2014) - found that, while the planned results were largely achieved, the teacher training and monitoring components were not sufficient to build adequate capacity of teachers to deliver the new content and skills. This study provides a description and a critical analysis of the process, identifies success factors and challenges, and makes recommendations for countries in post-conflict transitions which are considering similar curriculum-reform initiatives.