This study examined selected procedures chosen by the Commission on English of the CEEB for improving secondary school English teaching. The purpose was to evaluate the outcomes of such procedures by means of criteria derived from general principles in curriculum development. Specific questions of the study involved the Commission's objectives, the changes effected on the focus of English teaching by the CEEB Institute participants in New York State, the extent to which these changes were consistent with those taught or recommended by the Institutes, and the characteristics of those participants and local settings showing greater implementation of the desired objectives than other participants and settings. Data from interviews and questionnaires indicated that, although the Commission's program in literature and composition was accepted, neither the definition of English as an interrelated program of language, literature, and composition nor the program in language has been accepted. Some conclusions were that (1) program effectiveness correlated with activities approved for curriculum development, specificity of objectives, and use of feedback; (2) Commission leadership exercised insufficient control over teacher training programs at the Institutes; and (3) program adoption depended on decisions made at the local level. (Author/JMC)