The purpose of this study was to examine teachers' implementation of a specific mathematics curriculum and how their conceptions influenced this implementation. An innovative, powerful tool, known as "teacher logs," was used to examine teachers' implementations of the curriculum; a survey was used to study teachers' conceptions related to their implementations. Results suggest that teachers tend to implement the materials closely to the written text, but there was variety shown both within and among teachers. A relationship was shown between teachers' implementation levels and their beliefs about mathematics and their beliefs about students. The results of this study reveal that teachers may or may not stray from the authors' intended curriculum, and whether or not they stray often relates to their conceptions. [For the complete proceedings, see ED584443. For a related dissertation, see ED550966.]