This study evaluated the impact of the Australian Science Education Project (ASEP) which, during 1969-1974, produced learning materials for secondary school science courses. The extent to which ASEP materials had been adopted and used by secondary schools, variation in adoption and use between states and factors associated with this variation, implementation of ASEP ideas and materials in schools, and factors affecting implementation were examined. Methodology included surveys of about 300 schools and case studies of selected state educational systems and schools. Findings indicated that about two-thirds of Australian schools adopted ASEP materials within two years of their publication, large variations in levels of adoption occurred between schools and that the state in which the school was located was associated with variation in adoption. High levels of adoption were related to teacher access to ASEP ideas/materials, to availability of curriculum guidelines sympathetic to ASEP rationale, and to encouragement for schools to change their curricula. Implementation was also related to climate of innovation in science departments. Findings suggest that effective dissemination and implementation require continuous system-level support and that users possess certain attributes, including receptivity to change, cooperation between schools, and effective organization of materials and facilities. (Author/JN)