The key to the improvement of any courses in the school curriculum is obviously the teacher. In this connection, as regards the high school mathematics curriculum, certain questions arise: Do the teachers need inservice education for the new improved courses? What inservice education programs are now in progress? How are school administrators helping in these programs? To seek information on these and kindred questions was the purpose of the conference called by the U.S. Office of Education at Washington, D.C., on March 17, 18, and 19, 1960. More than 50 persons participated in the conference and contributed to its success. This publication presents the formal papers that were given and also a summary of the work session deliberations and panel discussions. It is published with the hope that persons interested in the improvement of school mathematics will find specific suggestions applicable to their own schools. This publication contains the following papers: (1) Needed Emphases in the Teaching of Mathematics and Implications for Teacher Reeducation (W. L. Duren, Jr.); (2) Current Problems and Patterns of Inservice Education in High School Mathematics (Henry W. Syer); and (3) Characteristics of a Desirable Inservice Education Program for High School Mathematics Teachers (Henry Van Engen). Appended are: (1) Helpful Books, Curricula, and Programs Reported by State Departments of Education; (2) Helpful Books Reported by School Systems; (3) Helpful Sources of Curricula and Teaching Materials Reported by School Systems; (4) Mathematical Topics Studied by School Systems; (5) Mathematical Topics Considered Most Helpful by School Systems; (6) Members of the Conference; and (7) Members of the Conference Planning Committee. (Contains 3 footnotes.) [Best copy available has been provided.]