In February 1968, the Social Studies Implementation Project began as a cooperative venture involving twenty-three school districts in metropolitan St. Louis. The overall objective of the project was to operate a model which was designed to overcome the problems of curriculum implementation. Operationally, the project had several objectives: 1) to create four field stations; 2) to carry out a three-year four-stage implementation process in each field station: analysis and selection of curricula; strategy and lesson development requiring the utilization of new curriculum; field testing new materials in a field station school; and, diffusion of the materials from the field school to radial schools; 3) to produce a group of teachers who have mastered and accepted this implementation process; 4) to alter patterns of school curriculum decision making by placing project personnel in key role or encouraging adoption; and, 5) disseminate the curricula. They developed a six-phase evaluation of the model akin to a field study including both formative and summative evaluation. The sources of data were: field observer notes, progress reports, data from participants, third-party reports from studies of the project by graduate students, and interviews of participant teachers. Three formal data collection instruments were used: a measure of role strain, semantic differential, and a measure of decision making criteria. The only positive outcomes were: acceptance of the model, the development of curriculum analysis skills, and the dissemination of the materials. (Author/SBE)