The National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards" in 1989 was pivotal in mathematics reform. The National Science Foundation funded several curriculum projects to address the vision described in the "Standards." This study investigates students' learning in one of these "Standards"-based curricula, the Connected Mathematics Project (CMP). The authors of CMP believe that the teaching and learning of algebra is an ongoing activity woven through the entire curriculum, rather than being parceled into a single grade level. The content of the study investigates students' ability to symbolically generalize functions. The data regards the solutions of four performance tasks dealing with three different types of relationships--linear, quadratic, and exponential situations--completed by five pairs of eighth-grade students. The major finding claims that middle to high achieving students who had 3 years in the CMP curriculum demonstrated achievement in five strands of mathematical proficiency of a significant piece of algebra.