This study tested the hypothesis that teacher involvement in curriculum evaluation facilitates curriculum implementation. Curriculum implementation is defined as a function of the elements(s) of a particular referent curriculum. A random sample of 24 teachers, eight taken from each of three grade levels, served as subjects(S's) for experimental and control groups. S's evaluated a social studies curriculum through a series of meetings with the director of Instructional Services. Observations were made over a 10-week posttest period, and teachers were rated (using a modified version of the OScAR 4V) on teacher-pupil verbalizing relevant to the curriculum. Findings indicate that curriculum implementation was facilitated differentially by degree of involvement in curriculum engineering. (JB)