This study seeks to acquire understandings about the dynamics of curriculum change in one urban elementary school and to depict these understandings in a form which facilitates clarifying their behavioral implications. The focus of the study was the changing level of the use of the Developing Mathematical Processes (DNP) program. It was introduced by the principal in the primary grades at the opening of the school (1974) and to the upper grades three years later. The faculty voted, in May 1979, to discontinue DMP in favor of a textbook series which the teachers indicated also lends itself to individualized instruction. Data collection included interviews conducted with the principal and 11 of the school's 13 classroom teachers. The report contains both general implications and specific implications about curriculum implementation. (Author/MK)