This non-experimental, quantitative study explored how factors related to teachers' beliefs, curricular orientation, training and support received, and their identity and background experiences are associated with their use of curriculum. Specifically, this study sought to examine teachers' use of a curricular resource specifically designed to address the state standards and context of a mid-size urban school district. Research has shown that how teachers engage with and enact curriculum can lead to differential effects on student outcomes (Brown & Edelson, 2003; Cal & Thompson, 2014; Huntley & Heck, 2014; Lilliedahl, 2015; Remillard & Bryans, 2004). Yet, teachers' relationships with their curricular resources are dynamic and complex and are frequently mediated by factors such as beliefs, curricular orientation, knowledge, identity and experience (Brown, 2002; Cal & Thompson, 2014; Collopy, 2003; Lloyd et al., 2011; Remillard, 2005). Survey data were collected from kindergarten through fifth grade teachers in the Kansas City Missouri Public Schools (KCPS) specifically regarding their beliefs, curricular orientation, training and support received, and their identity and background experiences; and their self-reported use of the Tier 1 Reading Curriculum developed by the KCPS Curriculum and Instruction department. Utilizing both inferential and descriptive statistics, this study analyzed the survey data collected from Communication Arts teachers in KCPS to determine if there were statistically significant variations in curriculum use and if there were statistically significant associations between the aforementioned factors and teachers' curriculum use. The descriptive analyses produced results for curriculum use which were not statistically significant, yet the high level of variance indicated that the curriculum was not being used uniformly across all elementary teachers in the district. Inferential analyses resulted in statistically significant associations between teacher beliefs, curricular orientation, and teacher training. However, when considering the results of the regression analysis, the model did not provide any predictive ability. The results of this study contribute to and expand upon previous research regarding curriculum use in the classroom. If curriculum is intended to be used as a mechanism to improve student outcomes, then the essential relationship between teachers and curriculum must be considered when planning for and implementing a new curriculum resource. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]