An action research project involving a 7th grade mathematics teacher and a school principal examined the teacher's methods of instruction and beliefs about instruction to see if they matched. The principal used several forms of data collection to examine espoused curriculum theory beliefs, including conversations; mentoring dialogue; formal and informal interviews; a newspaper survey; a news release on the teacher's individual philosophy; the teacher's written philosophy for the teacher of the year award; teaching materials; teaching plans; method of preparation; and a copy of the TIMSS (Third International Mathematics and Science Study) report. Sources of data to examine actual theory and practice included student surveys; a principal writeup for the teacher of the year award; observation of teaching in class; videotapes of teaching during a 2-day period and several months prior; observation and videotape of her administrative role with bus drivers and students; observation and videotape of team meetings; conversations with another teacher who worked with the 7th grade teacher; and schedules of study sessions she provided for students on her own time. Results found that the teacher's belief statements reflected her actual practice. All of her espoused belief statements reflected a practical world view, and all of the data suggested that her beliefs matched her practice. (SM)