Proposed reforms in the educational system of Upper Volta have brought to the surface a variety of opposing and negative reactions against implementing suggested changes. Factors that have emerged to hamper change are: (1) language of instruction (French vs Voltaic); (2) concentration on productive instruction (e.g., animal husbandry) gives rise to fears about obstruction for the student who may be socially upwardly mobile; (3) parents' negative attitudes; (4) difficulty in recruiting and training teachers; (5) differences between urban and rural needs and opportunities; and (6) the question of the role the government should play in education. Descriptions of the methodology, data computation, and analysis of findings from a survey are given as a well as a summary of the findings and conclusions. Some recommendations are made on training teachers and school administrators, and the role curriculum developers should play in implementing changes. (JD)