Praxis is a well-used term in education today that reminds educators to practice moral purpose. If pedagogy means to lead the child, then pedagogy has a moral purpose and pedagogy well practised is a form of praxis. As educators navigate the tensions of the narrowing of pedagogy to teaching techniques or to curriculum reform agendas, and leading is seen as a solo act for the reward of the individual who can demonstrate that they have practised pedagogical leadership, a practice of praxis can be challenging. The chapter asks whose pedagogy leads during reform agendas and what are the implications for pedagogical trust and pedagogical integrity. A lack of pedagogical trust in policy and practice reduces pedagogical praxis. The practices of giving hope and trust are pedagogical and are ways of leading. Research and practice as pedagogical practices cannot be separated from people, place, or practice to achieve pedagogical praxis. Lessons from the field demonstrate how pedagogy can reform education in meaningful ways for educators, alongside or despite curriculum reform. This chapter focuses upon contemporary curriculum reform agendas in education by exploring a change continuum of pedagogical practice, derived from empirical data during a period of intense curriculum reform in Australia. The hope of praxis is found in practices of trust such as solidarity, where the alternative could cost pedagogical praxis itself. The chapter concludes by tying hope and opportunity to educative purpose, encouraging trust in educators.