Using a sociological conceptualization of curriculum implementation, this study looked at the relationship between implementation and learning outcomes. The specific curriculum examined was a complex math-science curriculum for language minority students in grades 2-4. The study looked particularly at the effect on learning outcomes of allowing students to assist each other or work together. More generally, it examined the relationship of several aspects of curriculum implementation on learning. Subjects were teachers and students in nine bilingual classrooms in San Jose (California). Data were gathered through observation of students and teachers and through content-referenced and standardized tests of student achievement. Major results include the following: (1) Talking and working together was a predictor of achievement gains on the content-referenced test. (2) Reading and writing behavior was a predictor of gains on the standardized test. (3) The quality of performance on the worksheets was a predictor of gains on standardized tests. (4) The level of engagement in the task was unusually high with this curriculum. More general findings emerged when a sociological perspective was applied: productivity of students and occurrence of prescribed learning behaviors were direct predictors of learning outcomes; degree of differentiation of the technology was linked only indirectly to learning outcomes. (Author/JM)