A qualitative study examined and compared the theoretical basis of a remedial curriculum program designed for beginning readers with the espoused theory of the teacher chosen to lead the program's implementation. Visits to the elementary school (located in a town which adjoins a military base), document reviews, classroom observations, and interviews where the data collection techniques were used. A content analysis was conducted for each data set and then compiled and analyzed as a whole. Results indicated that the teacher's espoused theory ("practical theoretical beliefs") and the curriculum's implied theory (a positivist view of education) did not match. The teacher felt powerless to provide answers to her own important questions about her students and instead relied on the program to tell her what to do and when to do it. Findings suggest that only when preservice teachers are given time for thoughtful reflection and participation in the decision making process will this powerlessness cease. (RS)