This study was designed to see how six teachers, who had experience with educational change, dealt with particular curriculum mandated reforms in the province of Ontario (Canada). Teachers were asked to reflect and comment on their experiences implementing "The Common Curriculum, Policies and Outcomes, Grades 1 to 9, 1995," an initiative of the Ontario Ministry of Education and Training that focused on measurable and demonstrable learning outcomes for all students. The policy favored grouping traditional disciplines into the four program areas of the arts, language, mathematics, science and technology, and personal and social studies. The six teachers of grades 7, 8, or 9 from were selected because of their successful approaches to the reform. Teachers identified obstacles to reform, beginning with the physical separation of grade 9 from grades 7 and 8, something that makes collaboration difficult. Other issues that made reform difficult were content coverage issues, attitudes of staff colleagues, uncertainty and stress, and time factors. Things that facilitated change were a favorable attitude toward integration of learning, leadership and support, team teaching, teacher control of change, and teacher attitude to change. (Contains three tables and seven references.) (SLD)