This study explores how five beginning elementary teachers used their mathematics curriculum materials in their first three years of teaching. Prior research suggests that teachers' curriculum material use in their earlier careers may not change significantly from year to year (e.g., Valencia, Place, Martin, & Grossman, 2006). Our investigation builds on this prior research with a focus on elementary mathematics curriculum use. We analyzed interview transcripts from five teachers' first three years drawing on a framework developed by Forbes and Davis (2010). Our analysis indicates that these five teachers used their mathematics curriculum in different ways from Year 1 through Year 3. They followed their mathematics curriculum with few adaptations in their first year, and then began to modify their curriculum more extensively in their second and third years. [For the complete proceedings, see ED630060.]