The research study uses available data from the Comprehensive Career Education Model (CCEM) to examine relationships between diffusion factors and the acceptance of the developed curriculum units. A brief overview of the project is provided with recommendations for designing linkages among curriculum development agencies. The data came primarily from documentary records, evaluation reports, and teacher questionnaire responses, which provide the basis for analyses of the teacher acceptance of the curriculum units. Forty-one field tested career education curriculum units formed the focus for the research. The report examines the following diffusion-related variables: use of a temporary system as a device for linking a prime contractor with local education agencies, and teacher acceptance of the curriculum units in the field-test sites. Several independent variables were related to the teacher acceptance of the curriculum units: (1) teacher characteristics (race, sex, education level, and years in teaching); (2) degree of curriculum unit revision; (3) unit development site location; (4) infusibility of the concepts and the units; and (5) perceived effect of teaching the unit on teacher interaction with the class and the community. Appended are: statistical tables showing the data and data analysis, questions used to measure the variables associated with teacher acceptance, a glossary, and a bibliography. (Author/MW)