This research project sought to understand the process whereby a large urban school district implements its curricular innovations. The project looked to determine areas where the process was of limited effectiveness, and where it could be improved.;At the core of the research was an eight-person Research Committee, composed of individuals from both the school district and its adjunct teacher union. They met to discuss questionnaire and interview data collected from individuals throughout the school district's implementation process, and to make recommendations for change based on the data.;The project revealed that teachers accepted the establishment of clear teaching goals. However, some teachers modified the district's pre-made lessons, while others resisted the whole curriculum. While teachers tended to administer the accompanying district assessments, only five percent used the results to inform their instruction.;The Research Committee suggested that teachers should be allowed to evaluate and modify an innovation at least a year before they are called upon to implement it, and that continued flexibility should be built into any innovation. Furthermore, a school district should work to help teachers share their ideas for modifying an innovation to make it more effective. Finally, professional development should center on teachers developing a practical understanding of successful approaches instead of attending lectures.;While the Research Committee identified areas for improvement, it was limited in influence because the central office level staff did not participate in the discussions.