Federal, state, and district policy mandates are increasingly affecting primary grade teachers--especially, those in at-risk schools, given that they face more mandated curriculum and professional development. This study investigated K-3 teachers in two inner-city schools as they navigated through various mandates. Qualitative and quantitative data were collected and analyzed. The results indicated that the teachers attempted to make sense of the curricular changes and that they had confidence in their colleagues' abilities. They were concerned about how to implement the expected changes from these mandates and what impact the mandates would have on their students' achievements; however, little change was observed in their instruction. (Contains 2 tables and 6 figures.)