Although English has still to be established as a mandatory school subject in Austrian primary schools, it is expected that pupils receive a sound foundation in the target language. In order to fulfil this stipulation, GK4, the “year-four-competences” have been developed. They equip pedagogues with a framework of proficiencies every pupil should attain within the first four years of education in English. Since the target users are hardly familiar with the concept of GK4, this study aims at highlighting the key factors for the implementation of this educational innovation and on describing possible challenges that may occur during the process of diffusion. Within the course of the empirical research, interviews with primary school teachers were conducted to give an insight into whether this “top-down-approach” will meet its objectives and whether the target users approve of this educational novelty.