The overall purpose of this study is to develop a measure of elementary mathematics teachers' curricular knowledge (Shulman, 1986) and curriculum use practices. In this paper, we present the first step in this larger effort--the piloting of one set of questions that document pre-service teachers' (PSTs') knowledge and practices for reading, evaluating, and adapting a Standards-based curriculum lesson. We present the range of responses elicited from 34 PSTs related to the goals and purposes of the lesson, the strengths and weaknesses of the lesson, and possible changes to the lesson. These survey questions and our findings about the range of PSTs' responses to the questions are intended to help researchers further develop the constructs of curriculum use and curricular knowledge. [For the complete proceedings, see ED584829.]