The failure of teachers to comprehend basic curriculum objectives and their unwillingness or inability to act in accordance with these objectives are severe impediments to the successful use of new materials, according to the authors. They discuss these impediments and conventional solutions as an introduction to their suggested approach: teacher workshops incorporating actual practice with new materials. The three components of the workshops are: examination of assumptions and planning for teaching, practice teaching, and analysis of teaching. Also discussed are the role of the workshop director, equipment and facilities, recruitment of teachers, and evaluation of the St. Louis teacher workshops. A ten-item bibliography is included. (DJB)