This dissertation examined the effects of early participation of classroom teachers in the development of mathematics curricula, and familiarization of teachers with new mathematics curriculum on the teachers' attitudes toward the introduction of new curricula and its implementation. Past curriculum development efforts and studies of the implementation process were reviewed, and problems of organizing workshops analyzed. Participating were mathematics teachers from teachers' colleges in three Nigerian states. A 50-item questionnaire was given to 96 teachers before and after they attended a workshop designed to familiarize them with the new curriculum and solicit their suggestions, and to 209 teachers who did not attend. The questionnaire measured attitude toward curriculum change, previous participation in curriculum development, and knowledge about the new curriculum. The workshop group showed significant gains for attitude toward curriculum change and knowledge of the new program, while the control group showed no significant change in knowledge and a significant decline in attitude. A third administration of the instrument showed slight, non-significant declines in attitude, knowledge, and participation scores of the workshop group. Few significant interrelationships were found between the main variables and teacher qualifications, experience, and nationality. Suggestions for future familiarization efforts are given. Appendices include the letter of request, a list of teachers' colleges, the questionnaire, and a workshop evaluation form and program. (MNS)