This study investigates relationships between differences in students' achievement and differences obtained by a technique held to yield a reasonably valid representation of students' memory structures of a particular subject matter. Also investigated was the nature of the flow of information between curriculum materials, teachers, and students. This was achieved by a comparison of the digraphs of content structure and the graphs constructed by the teachers and the students. The subjects were five mathematics teachers (grades 7-10) and their six classes (student n = 109). The content used was a curriculum package on operational systems which involved one lecture and a seven-page booklet for students to study. Students and teachers on the average reflected the content structure of the subject in their constructed graphs. There were differences in achievement corresponding to the correctness of students' graphs of the content structure, but these differences also reflected variations among the teachers' graphs. (JP)