This paper examines the responses of English primary schools to the changes imposed on them by the introduction of the National Curriculum. The study first focused on schools' management strategies and their impact on the school's management culture. A second focus was on the relationship of the school and its headteacher with external agencies. Data were obtained from two rounds of interviews, conducted first in 1990 and again in 1992, with 48 headteachers at 48 English primary schools. A comparison of the 1992 responses with those of 1990 indicate that headteachers shifted from a collegial management style toward a more directive approach, although collegiality remained the predominant style. In 1990, for example, 60 percent of headteachers used a collegial leadership style; in 1992, 46 percent did so. Second, the schools also shifted from a mediation approach with external agencies to one of compliance with the mandated changes. Schools with more directive management tended to be making substantial changes, and those with more collegial/participative management were more likely to focus on developing their own change strategies. Three tables are included. (LMI)