This book describes and analyzes a plan that effected the relatively successful implementation of a packaged curriculum program in a large number of school classrooms. The Conceptual Skills Program (CSP) was oriented toward detailed prespecified objectives that allow assessment before instruction of relevant student competencies, structured learning experiences for achievement of the objectives, and assessment of the intended outcomes. The purpose of the program was to develop skills in the use of simple concepts. The four conceptual obstacles to successful implementation--focus on the product, focus on structure, illogical diffusion models, and oversimplified change strategies--are outlined and the succeeding chapters suggest some practical solutions to the problems in the context of the CSP implementation procedures. The areas discussed include teacher training, implementation, teacher perception and attitudes, student achievement, student attitudes, and parent attitudes. (Author/IRT)