To address the challenge of low academic results in mathematics the district adopted a new curriculum. After three years of utilizing a problem-based learning mathematics curriculum resource, there is a varied degree of utilization and teacher buy-in with regards to a district implemented problem-based curriculum. During this time, there has been low student achievement in mathematics and inconsistent implementation of the district adopted curriculum. Teacher buy-in is needed to address the inconsistency. What are the factors that influence teacher buy-in of a new curriculum? This study examined surveys from teachers by conducting a factor analysis to determine factors that contribute to teacher buy-in and a means table analysis to determine the differences in years of teaching experience and buy-in factors. Results of the study indicate factors such as training and administrator support contribute to buy-in. Implications for school leadership and future curriculum research are discussed. [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.]