An evaluation was made of the adoption of curriculum changes mandated by the Technician Education Council (TEC) by 78 colleges in England. The study concentrated on the processes of adaptation that occurred in the colleges in order to cope with the degree of change required by TEC. Data were collected via questionnaires, interviews, case studies, and an analysis of documentation during a 3-year period. The results of the study describe how a massive curriculum project in a complex technical area was generally accepted by the colleges, in spite of many problems, as an improvement in the way technician curricula are provided. Certain problems were identified, however. These included the recurrent criticism that because of pressure of existing work, of time and lack of support, much local curriculum had to be rushed, and there was therefore insufficient opportunity for genuine curriculum reflection. There were also complaints regarding the administrative burden that accompanied the curricular demands and questions were raised about the relationship between curriculum design and implementation. The evaluation concluded that lessons emerged from the curriculum change study regarding methods of disseminating curriculum policy; the isolation of curriculum issues from those of organization and resources; and the need to trial-test and supportively evaluate curriculum change. (KC)