Representing a work in progress, this paper presents the theoretical framework for a longitudinal case study involving the implementation of cooperative learning strategies in an ethnically diverse urban middle school. The effects that cooperative learning has on the curriculum as perceived by teachers are also to be examined during the 3-year span (1992-1995) of this study. Cooperative learning is defined as curriculum process, and the implementation of cooperative learning strategies as curriculum enactment. Qualitative methodology is used that relies heavily on interviewing, content analysis, and participant observation. The perceptions of teachers are crucial to uncovering answers to the three questions that guide the research, namely: To what degree have cooperative learning strategies been used? What impact have they had on the planned curriculum? and What are the factors that facilitate or inhibit the enactment of cooperative learning strategies in the classroom? (Contains 30 references.) (SLD)