An experienced mathematics teacher in a rural high school in the United States was studied as she first implemented a reform calculus curriculum. Her instruction was compared to her previous practice using a curriculum not constructed with the reform movement in mind. Despite her early attempts to make her instructions more student-centered, the teachers' actions in the classroom were similar in many ways; demonstrating solutions to prototype problems was and important instructional strategy that she used in both curricula. However, the teacher showed an increased focus on conceptual knowledge and on the use of graphing calculator technology. The reform text was an influential part of this teacher's change process.