As Educational Developers who support various curriculum activities across our campuses (e.g. quality assurance and continuous improvement processes) we might each identify those situations dubbed as ‘prickly’ - the complicated, tricky, or troublesome circumstances that have caused us to pause and (re)consider our practices. This session will explore a series of prickly problems, related to supporting faculty/departmental curriculum activities that have recently challenged the presenters to maintain a healthy perspective on our work and assert ourselves in staying true to our philosophy of practice. Through a case-based approach, participants will engage with various prickly curriculum support incidents, ranging from demanding requests, strenuous timelines, hidden agendas, and uncomfortable politics. Conversations will lead to the identification of strategies for managing these problems strategically. The group will also discuss how prickly problems invite us to reflect on, challenge, or expand our identities as educational developers. By the end of the session, participants will be able to: Evaluate prickly curriculum contexts for the complex factors that make them difficult; Discuss with colleagues strategies for managing these contexts strategically; Discuss the ways in which problematic curriculum contexts and our strategies for addressing them reflect, challenge, or expand our identities as educational developers.