The implementation of the Ethics and Religious Culture program (Ministère de l’Éducation, du Loisir et du Sport, 2008) [ERC] leads to a “profound change” with regard to our educational system (Conseil supérieur de l’éducation, 2008). The perceptions of the implementation agents with regard to an educational innovation can affect not only its implementation process, but also its results (Fullan, 2007). In order to better understand primary school teachers’ perceptions of the ERC program, a semi-structured exploratory interview enabled an exploration of the interviewees’ perceptions with regard to the program and to its implementation. The results obtained from the emerging themes are somewhat negative, no matter what the teachers’ level of expertise with regard to using the program.