This study presents research into the reform in school curriculum programs in Iowa for mathematics and science being implemented by the National Council of Teachers of Mathematics and the National Research Council. Outcomes of the study include: (1) a status report about teachers' concerns regarding adoption of the mathematics/science curriculum reform; (2) research data regarding gender, years of teaching, educational background, level of teaching, participation in mathematics education organizations, and philosophical alignment with reform issues; and (3) feedback to curriculum directors regarding intervention strategies to assist teachers in adopting reform. Data was collected from a sample of secondary and middle school mathematics and science teachers, as well as teachers of grades K-4. A large number of mathematics teachers expressed negative attitudes toward the reform effort due in part to lack of resources and administrative support. Science teachers had more positive attitudes toward reform. Teachers active in state or national mathematics or science organizations are more successfully implementing curriculum reform and have more positive attitudes toward the effort. (AIM)