In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform curriculum are considered. From data gathered from elementary school teachers through electronic instructional logs, a classification emerges that suggests that teachers fall into three broad categories based on their characteristics. Implications and future research directions are suggested. (Contains 1 table and 1 note.)