Indonesia declared its independence in 1945. After sixty six years of independence,the Indonesian literacy rate is still a big problem. This study seeks to find a literacy framework to be adopted in Indonesia to enhance the literacy rate. The Victorian Early Years Literacy Program was chosen as the focus of this study because of its recognized success in bringing about improvements in early years literacy. This study investigated the implementation of the Early Years Literacy Program in selected primary schools in metropolitan Melbourne. The focus of this study was to understand the implementation of the Early Years Literacy Program; to appreciate any challenges faced by teachers and schools in the implementation the Early Years Literacy Program, and to seek what might be relevant to the Indonesian context. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four primary schools, four early years literacy co-coordinators and four primary school principals were interviewed. The implications of such a program in the Indonesian context will be possible but problematic due to cultural factors, strong pedagogic within schools in Indonesia.