This paper outlines, from the perspective of three school principals, the complexities involved in implementing a curriculum innovation, "4MAT," begun in Ontario in 1984. Curriculum project considerations include: leadership skills necessary; importance of support systems for principals; role of research; role of the principal; project implementation; and outcomes. Objectives include: raising staff awareness in learning styles; developing 4MAT-based curriculum; implementing 4MAT examples in the classroom; and improving staff communication. The paper reviews outcomes attributable thus far to implemented 4MAT units. Data collection assessed effects of 4MAT on students and the learning environment. Because standardized achievement tests were not appropriate measures for these short-term study units, each 4MAT unit contained a "teacher designed" evaluation component. Future scores could be compared with a control group. Student self-concept and attendance rates may change with this approach. A checklist will document classroom events that represent the four learning styles. Interviews with teachers and students may determine the usefulness of 4MAT. Results so far are that teachers are working together with greater facility and that curriculum is being written more systematically with 4MAT principles. Costs of curriculum change among the three schools have been heavy, but the effort has already paid dividends that will compound in 1986-88 and beyond. (CJH)