The purpose of this study was to examine similarities and differences in how schools and school districts have successfully implemented the California mathematics and science curriculum frameworks. Implementation factors include: the use of cross-role teams and implementation plans; assistance; administrative commitment and pressure; program latitude and fidelity; and teacher effort. The sample consisted of 14 elementary schools that were actively engaged in the implementation of the California mathematics and science frameworks. Methods of data collection used were interviews, questionnaires, and classroom observations. Presented in tabular form are: (1) names, characteristics, and responsibilities of district and school level cross-role teams; (2) description of the implementation plan; (3) programs and materials; (4) initial content, skills, and awareness training; (5) administrative commitment, pressure, and monitoring; (6) extent of latitude given by district; (7) evidence of fidelity of school; (8) ongoing assistance; (9) nature of external linkages; and (10) teacher effort. The major findings of this study are included. (KR)