Based　on　the　fieldwork　carried　out　at　two　elementary　schools,　Merits　School　and　Pioneer　School,　in　northeastern　China,　the　monograph　details　how　local　schools　enacted　the　New　Mathematics　Curriculum　Reform　that　was　launched　in　early　2000.　The　trajectory　of　the　reform　implementation　at　each　school　was　plotted　out.　Both　schools　resorted　to　a　long-standing　quality　control　mechanism,　i.e.,　teaching　norms,　to　operationalize　the　reform　ideas.　The　mechanism　functioned　by　placing　teachers　under　measurable　supervision　and　evaluation　aligned　with　the　reform.　The　schools　responded　to　the　reform　following　school　people＇s　raising　practical　concerns,　as　well　as　the　established　school　culture.　Merits　School　arrived　at　a　＂two-faced　strategy＂　to　cope　with　the　reform.　Pioneer　School　managed　to　maintain　a　balance　between　promoting　reform　pedagogy　and　maintaining　good　test　rankings.　Both　schools　marginally　involved　parents　in　the　implementation　of　the　reform.　This　study　suggests　that　to　achieve　success,　reformers　need　to　place　equal　emphasis　on　the　transformation　of　teachers　as　well　as　local　policymakers.　This　book　enriches　the　existing　literature　on　the　implementation　of　mathematics　curriculum　reform　at　the　school　level　and　brings　insights　into　the　schools＇　implementation　decisions,　which　will　appeal　to　policymakers,　curriculum　researchers　and　administrators.　©　2021　Wei　Gao　and　Xianwei　Liu.　All　rights　reserved.