Math achievement for students in the United States is not as high as in other countries. In response, one state implemented a new standards-based, integrated math curriculum that combines traditional high school math courses and emphasizes student centered instruction. The purpose of this study was to examine the implementation of a standards based math curriculum over a 3-year period. This study's theoretical foundation is routed in the conflict between conceptual and procedural approaches to mathematics education. The research question focused on instructional strategies teachers implemented as part of the new mathematics curriculum that were used in helping students learn skills and concepts. A sequential exploratory approach was utilized in this mixed method study to collect data from 2 teachers and 219 math students. Qualitative data were collected from teachers in one high school to determine what instructional strategies were implemented and how satisfied teachers were with the program implementation. Kruskal-Wallis test was used to compare student strategy preference and strategy enjoyment in Math I, II, and III courses. Qualitative findings revealed classes were more interesting for students and teachers and integrating instructional strategies and technology aided in deeper understanding of math concepts and skills. Quantitative findings indicated students learned best and enjoyed class most when notes/examples, technology, discovery, and collaboration were used in the classroom. The implementation was not fully successful due to time constraints associated with implementing student-centered strategies and the state developed frameworks. Implications for social change include allowing teachers time for collaboration to share lesson plans and best practices, and providing students with instructional strategies that enhance learning mathematic concepts and skills. [The dissertation citations contained here are published with the permission of ProQuest LLC.Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]