Special schools, along with an increasing number of mainstream schools that implement inclusive education in Hong Kong, have been making efforts to develop their own school-based curriculum to echo and support the spirit of “one curriculum for all” since the Curriculum Development Council (CDC) of the Education Bureau (EDB) released the consultation document on education reform at the beginning of the new century (CDC, 2001; Fok, 2008; Lian, 2001a, 2001b). However, several concerns surfaced in the process of developing an appropriate and effective curriculum: (a) it was difficult to help students with special education needs (SEN) access the central (i.e., mainstream or compulsory education) curriculum due to the lack of guidance; (b) a common language, as well as a teaching and evaluation system, has not been used with agreed-upon performance standards to describe students’ learning progress and attainment; and (c) the phenomena of having low expectations for children with learning difficulties (CWLD) is common due to high emphasis on skills training-oriented education, a lack of direction in teaching and the understanding of Hong Kong’s nine generic skills to be developed through the eight key learning areas (KLAs). This paper is, therefore, in an attempt to (a) review the trends and related studies on “access to central curriculum” from international experiences; (b) discuss the concerns on assessment and curriculum development for improving access to central curriculum for students with SEN in Hong Kong with respect to “one curriculum for all”; and (c) describe a project (the SAME project) in Hong Kong and to highlight the accomplishment of the Phase 1 of the project. The implications to the field are also discussed.