North Carolina developed a K-9 traffic safety curriculum that was pilot tested during the 1974-75 school year in four public school systems. A revised curriculum was implemented in seven additional school systems between 1975 and 1977. This latter curriculum was evaluated in terms of changes in student knowledge, teachers' reactions to and use of curriculum materials, and principals' administrative appraisals of the program. Changes in knowledge were determined by administering pre- and post-curriculum tests in experimental and control schools at the third and sixth grade levels. Findings revealed a significant difference in knowledge acquired during the time the curriculum was in use, especially among third graders, and a greater use of curriculum materials by teachers at the K-1, 2-3, and 4-6 levels than by those at grades 7, 8, and 9. Generally, the teachers who reported using the various content area materials found them to be either of moderate or considerable value, appropriate for the grade level, and either moderately or highly interesting to the students. Principals unanimously reported that the K-9 traffic safety curriculum should be incorporated as a permanent part of the school curriculum, that most of the teachers entered the program and taught the curriculum with enthusiasm, and that no administrative problems were experienced. Knowledge tests, questionnaires, and tables of data are appended. (Author/RH)