The Carnegie Learning Cognitive Tutor curricula are based on cognitive models, which include a representation of the learner's thinking, strategies, and misconceptions. The Cognitive Tutor curricula typically speed up learning and yield greater learning as compared to traditional math curricula (Morgan & Ritter, 2002; Sarkis, 2004; Koedinger, Anderson, Hadley & Mark, 1997). In 2003-2004, sixteen school districts in Iowa started implementing Cognitive Tutor Algebra I, which proved to be very successful. Due to the success of the program, its implementation was expanded to Geometry and Algebra II. This research focused on the implementation of Cognitive Tutor Geometry Curriculum in eight schools in Iowa. The purpose of this study was to develop a case study evaluation of eight schools. Significant gains in student growth were observed in all the participating schools. Geometry teachers from all participating schools were interviewed for the study to gain teachers' perspectives about the curriculum. The Cognitive Tutor Geometry textbook was reviewed for coherence, focus and alignment of topics with Iowa Core Curriculum. This study presents both quantitative and qualitative analyses of the Cognitive Tutor Geometry 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]