For more than 12 years, the Atlantic Science Curriculum Project (ASCP) has attempted to find a feasible path for educational reform in Canada. This search for a voluntary, regionally initiated path to educational reform was necessitated by the absence of substantial federal and provincial and private foundation sources of funding for science curriculum development in Canada. This report is based on research comprising: (1) an examination of the paper trace of the ASCP's history, including correspondence, records of meetings and conversations, contracts and curriculum documents, designs and materials; (2) a review of research and theoretical literature on the questions addressed by the study; and (3) consideration of the written and oral feedback to an initial draft of this paper from the representatives of those constituencies with whom the ASCP has interacted. The paper is organized in four parts. The first part presents a model of educational change advanced in response to a discussion by teachers and curriculum developers involved in the ASCP. The second part considers the relevant interests of students, teachers, authors, researchers, subject matter specialists, policymakers, parents and publishers in relation to curriculum change. The third part examines the relationships between the various participants in the process of curriculum development. The fourth part discusses the process of curriculum development with the ASCP specifically in mind. (CW)