Because of the lack of response to voluntary professional development to help teachers make the switch from a teacher-centered to a student-centered curriculum, teachers at one middle school were ill prepared to make the pedagogical changes necessitated by the state-mandated curriculum. The purposes of this qualitative exploratory case study were to understand the implications of implementing a state-mandated curriculum in the middle school and to determine if teachers' experiences differed based on whether they taught gifted, average, or special education students. Constructivism provided the conceptual framework for the investigation and interpretation of study results. Data were solicited from 12 teachers via individual interviews, validated using member checking, and analyzed into themes using an open coding framework. Results indicated that the academic coach was a source of support, since the teachers felt that they received insufficient training. Interpretations of the standards were fragmented, materials were unavailable, and classrooms were chaotic and stressful. Standards were written for the average student; therefore, differentiation curriculum training was necessary for teachers working with special education and gifted students. A primary study recommendation is to provide adequate, ongoing teacher training for all newly implemented curriculum. Implications for positive social change include improved teacher preparation that may contribute to the creation of a more productive, active learning environment for both students and teachers which then could foster broader compliance with new standards for curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]