This report examined the effects of implementation of England's National Curriculum requirements on teachers, students, teaching methods, and classroom organization. Most teachers accepted the National Curriculum in principle, while at the same time reporting problems regarding pace and extent of changes. Changes in teaching approach and philosophy, teachers' working day, record keeping, assessment, planning, and curriculum content were reported. Teachers were tightening classroom control, providing more direction to children's activities, using more group and whole-class teaching, and providing less scope for individual choice and self-directed study. Students' responses to the implementation of the curriculum indicated that while they preferred to control their own activities, most of them recognized classroom life as being framed by tight teacher control. Changes in curriculum reflected a shift toward the core subjects and away from creative areas, with a corresponding feeling of time pressure for teachers and increased student interest in creative activities. Teachers indicated that their relationship with children was adversely affected by pressures on teacher time. Teachers either had mixed views about the development of primary education in the next 5 to 10 years, or were pessimistic, feeling that changes would lead to a loss of autonomy and a narrowing of the teachers' role. (SH)