This study examines policy integration in education reform within Egyptian educational contexts. A mixed methods approach was employed, integrating qualitative and quantitative data collection techniques. In-depth interviews revealed that policymakers often struggle with aligning new reforms with existing curricula, particularly in rural areas where resources are scarce. The findings suggest a need for more tailored educational policies to address regional disparities effectively. Policymakers should prioritise resource allocation and training programmes to facilitate smoother policy integration within the curriculum framework.