The process of implementing change is extremely complicated, particularly when multiple innovations are being introduced simultaneously. Conflicting views exist regarding provincial versus local priorities, and available resources are declining. This report is a summary of a Master's thesis that analyzed the implementation process employed in 13 Saskatchewan School Divisions, with a focus on the perspectives of teachers responsible for implementing provincial Core curriculum initiatives. A total of 392 out of a possible 487 teachers in 23 schools responded to a questionnaire. Recommendations for training and employment include: allow teachers to sample materials prior to implementation; provide equal access to teacher-developed resource materials; adjust timelines for implementation to ensure that adequate and material sources are available; and garner the support of personnel at all levels for teacher networks. Administrators should integrate the teacher-supervision process and support for program implementation; facilitate teachers' request for shared planning; support more individualized forms of staff development; and develop, in consultation with teachers, a policy consistent with provincial plans for Core curriculum implementation. Four tables are included. Appendices contain the instrument codebook and statistical data. (Contains 100 references.) (LMI)