This paper focuses on the way that information from a field test of any new curriculum can be used by an administrator to implement it into a school or group of schools. Suggestions relate to estimating students' knowledge, skills, and attitudes, and to measuring the extent to which a curriculum is implemented. These factors are considered with regard to decision-making. Several models illustrate the relationships between teacher attitudes, elements of the curriculum and student outcomes. Program costs and time constraints are discussed. (Author/SA)