The goal of this study was to examine how and to what extent Ontario secondary teachers have implemented educational reforms that had a direct impact on students, teachers, and the curriculum. The survey concluded that secondary school teachers at randomly selected Ontario secondary schools were overworked, lacked in-service professional development, resources, and support. This situation impacted curriculum planning, teaching, student evaluation, reporting, technology, and the delivery of special education programs. Yet, teachers were able to make changes that supported the reforms even though changes required more time, effort, and new knowledge in the areas of assessment and the integration of technology.