This paper reports results of a survey of 237 Massachusetts special education teachers in programs for students with significant disabilities as the teachers work to learn and use unitary standards-based curriculum. The study examined: familiarity of the teachers with the state's curriculum frameworks; variations in teachers' experiences and views by the type of student taught; strategies used by teachers to increase their knowledge of the general curriculum; and how the teachers think participation in Curriculum-Frameworks-based instruction and assessment will affect post-school options for their students. Findings indicated that: (1) special education teachers working in highly specialized settings have increased their knowledge of curriculum standards but lack general education curriculum resources; (2) respondents were not optimistic about improved outcomes for their students and fear students will drop out of school without an achievable diploma and face limited post-school options. Questions are also raised concerning difficulties in implementing federal requirements for providing increased access to the general curriculum and for providing appropriate transition services to employment and adult life. (Contains 16 references.) (DB)