This study examines students' and parents' choices in one district that recently began offering a new problem-centered high school mathematics program aligned with the National Council of Teachers of Mathematics Standards, in addition to its traditional mathematics sequence. Despite the district's previous implementation of Standards-based instruction in grades K through 8, the vast majority of students and parents have chosen the traditional high school sequence. Survey data from more than 300 students and parents were analyzed with attention to parent education level and option chosen. Parents with limited formal education were less likely than college-educated parents to access information about the options but were more likely to rank college preparation as a top factor in their decision. Additionally, although college-educated parents were more likely than other parents to discuss the options with teachers, they were less likely to be influenced by teachers' comments. Parents who chose the traditional sequence expressed more concern about college preparation, whereas parents who chose the Standards-based sequence placed a higher priority on student understanding and enjoyment of mathematics. Overall, many parents and students in the district held strong, persistent antireform beliefs. This study highlights the difficulties and dilemmas of introducing change into the firmly entrenched mathematics curriculum, particularly at the high school level.