The purpose of this study is to account for the spatial distribution of school systems in the United States that had adopted High School Geography Project (HSGP) materials as of October 1970. A history and description of HSGP opens the study. The premise that the distirubution of materials has not occurred by chance is stated. Factors isolated and hypothesized as affecting the distribution are wealth of individual school systems; the presence and number of high school geography teachers; and the presence of influencing agents, identified as members of the project's steering committee, authors and consultants, educators attending resource personnel workshops, and trial teachers. Methodology includes the application of geographic techniques to illustrate data and convert data into comparable units; thus, location quotients are used to measure the degree to which a state has more or less than its share of HSGP schools, wealth, and teachers. Nearest neighbor analysis techniques are employed to correlate the effects of influencing agents. Data reflecting all of the analysis is appended in the study. The conclusion states that though psychological influences not measured in this study should logically be taken into account, the effect of exposure to new materials is a prime determinate of their adoption. (JH)