This study examined the experiences of administrators of Massachusetts out-of-district special education schools two years after they began aligning their curriculum with state standards. The majority of administrators described faculty as "Somewhat Familiar" with state frameworks, and their curriculum as "Partially Aligned." School-based study groups were utilized most frequently to familiarize faculty with the curriculum, but most formal alignment was accomplished by individual teachers. Local districts were not significant resources for curriculum information or strategies. The majority of administrators, especially those whose programs serve students with more complex disabilities, identified finding time for curriculum alignment and finding specialized assistance to do so, as major challenges. Recommendations include suggestions for expanding access to the curriculum through strengthening the connection between special education programs and local districts, disseminating instructional practices and material between similar programs, and conducting additional studies of ways the general curriculum and specially designed instruction are blended for students who require intensive services. (Contains 8 tables.)