Between 1945 and 2000, the Communist government of Albania enacted a series of educational reforms focused upon increasing the academic quality and student access to the nation's educational system. While the country succeeded in enacting considerable reform efforts, there continues to be room for improvement. This dissertation considers the political and social issues involved in the design of Albania's mathematics curriculum. The Albanian experience spans activities influenced by the traditional monarchy, the fascist administration and the communist and post communist governments. Using a case study methodology, this project explores the reforms that have occurred within Albania's mathematics education system. The study focuses upon grades 1 through 12. This study collects data from a variety of different sources, including government documents and independent evaluation. Recognizing the pervasive influence of government propaganda, this study confirms the archival information utilizing survey questionnaires distributed to senior teachers and other educational professionals employed within Albania. These survey participants offer unique insight, as their position allows them to offer frank comment about the reforms made to the mathematics curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]