The process by which the high school political science curriculum project "Comparing Political Experiences" (CPE) was diffused highlights the political climate created by communications among curriculum developers, diffusers, and potential practitioners. The political climate surrounding attitudes toward new instructional materials is composed of recognition of the program, ability to differentiate it from other programs or materials, acceptance, and adoption. Major questions which arise with regard to the political climate of diffusion, and which have been largely ignored in previous diffusion research, include: Which communication links are most utilized? How is information passed from developer to practitioner? How can a strategy be implemented once it has been identified? What feedback is available? The diffusion strategy for CPE consisted mainly of six regional diffusion conferences which relied heavily on local and regional social studies education networks to acquaint key decision-makers with information about the program. Other diffusion methods involved explanatory articles about CPE in professional journals and field testing in 26 pilot schools throughout the United States. Evaluation of the regional conferences indicates that they succeeded in familiarizing participants and opinion leaders with CPE, promoting discussion about CPE, and helping curriculum decision-makers plan for implementation of CPE. Recommendations for future diffusion strategies include provision for feedback from conference participants. (Author/DB)