In this case study illustrating teacher-centered curriculum development, teachers in the Walpole (Massachusetts) public school system were asked to select a reading program for use in grades K-8. Twenty-five teachers served on two teams over a two-year period. They used developmental learning kits at the kindergarten level, basal reading series for grades 1 through 6, and continued with the current reading program in grades 7 and 8. This report describes background material and standard guidelines for the study. Specifics used in reviewing each series are identified as well as premises for reading instruction. The Basal Review Team decided that the best use of basal readers is a two-basal configuration for primary grades and a three-basal configuration for the intermediate grades. Specific text recommendations and rationale for each selection are summarized. The standard operating procedures that enhance the curricular change process are discussed. Appended are (1) the guidelines; (2) the charge; (3) the terminology; (4) the teacher surveys; (5) an evaluation grid; and (6) eight references. (SI)