In celebration of the 50^th anniversary of the emergence of the notion of “reconceptualization” of curriculum studies advocated by Professor William Pinar in 1970s, I am delighted to join this momentous discussion on Pinar’s The Reconceptualization: An autobiographical-bibliographical synopsis in this current issue for two reasons. First, I was not able to witness the “birth” of reconceptualization in curriculum studies and its initial movement. However, fortunately, I do have a chance to take part in this continuous intellectual discussion at its 50^th anniversary. Second, as a teacher educator and researcher from the Far East, Macao (one the Special Administrative Regions of Mainland China), it is of significance to join this cross-cultural dialogue as an introspective reflection upon Macao curriculum reform which has been designed to respond to global development and at the same time to inform local actions. In fact, I would much consider this discussion as a journey of re-searching the trajectory of curriculum reform in Macao against the backdrop of “reconceptualization” advocated by Pinar in order to explore the future possibilities. The current discussion entitled “The only constant in curriculum reform is reconceptualization: A voice from Macao” principally derives from Heraclitus, to connote that curriculum reform is always in a state of reconceptualization in order to be responsive to changes. A subtitle is added to highlight the ways in which curriculum reforms in Macao converge with the international curriculum reform movement.