The era of educational accountability and high-stakes testing has often caused schools to react by frequently changing reading curriculum, with the quest of increased student achievement and attainment of rigorous standards. While curriculum changes may appear to be well planned and purposeful toward the goal of school improvement, changes that occur too frequently, without a proper implementation plan and teacher-buy-in, may have the opposite effect on the work of the school. It is critical to study the impact that these frequent changes have on teacher resiliency, as important curricular changes are dependent on the work that happens at the classroom level. While literature supports the strategic implementation of curriculum, including time for teachers to learn the new work through training and collaborative structures, the last decade has seen more frequent changes in school reading curriculum at a faster pace than in past decades. This descriptive, qualitative case study contributes a contextualized data point to the literature to develop a more thorough understanding of the impact that frequently changing curricula has on teachers. Classroom practices around reading are intricate and detailed, and new work is transformed as individuals interpret and respond to it as they put it into action. Teacher investment in this work is critical to its successful implementation. As a result of conducting a multi-case study with nine teachers and three principals in three different NYS elementary schools within one district, the researcher was able to determine that expecting teachers to move away from an established reading curriculum and implement two new reading curriculum in a five year period has a detrimental effect on the level of investment that teachers are willing to put into new work. [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.]