Results of an evaluation of documents and other resources related to curricula distributed by the Alberta (Canada) Department of Education are provided. Specifically, the study was designed to: identify teacher and student needs relative to the implementation of new and revised curricula; determine the effectiveness of current publications and procedures in providing the support needed; and identify means for improving them. Methods used in the study included reviews of the pertinent research, interviews with teachers and administrators as well as consultants responsible for curriculum implementation, and consultant analyses. Results indicate that: (1) curriculum implementation support publications and provisions are needed and widely used, but should be augmented and increased when the curriculum change is of a substantive nature or requires marked changes in teacher knowledge, beliefs, attitudes, and pedagogical practices; and (2) recent publications are widely used and appreciated. Technologies that make use of a school's microcomputer and systems developed for distance education are recommended at various points throughout the report, and recommendations are also included on such issues as: the content and formatting of curriculum support documents; providing complementary inservice for groups as well as provisions for independent study; conducting needs assessments and aggregating results from program evaluations; increasing the emphasis on accommodating individual differences in pupils; and balancing the treatments in implementation supports and evaluations of the several components of school programs--inputs, processes, and outcomes. Finally, the use of a generic model is recommended for supporting implementation of new or revised programs that could be adapted to reflect the degree and diversity of needs associated with changes required. Forty-one data tables and 57 charts are provided. A 132-item list of references is included. Evaluation instruments are appended. (TJH)