To help with the improvement of elementary school curriculum, the opinions of a group of teachers were sought on the extent of correspondence between recent changes made in this curriculum and the principles of curriculum modification on the one hand, and ways of improving the curriculum, on the other. Of 12 identified principles, two are considered as rather ignored by the teachers: the personal aspect of change, and positive intervention leading to less resistance to change. On five of the 12 principles (Principle 1: The need for learning to bring about change; Principle 5: Interventions facilitate change; Principle 7: Regional and school leadership is essential for success in long-term changes; Principle 9: The importance of administrative directives (circulars) in implementing change; and Principle 11: Adaptation, implementation, and maintenance (reinforcement) as three important stages in the change process), the attitudes of teachers differed significantly depending on their level of education. Only on the principle of personal aspects of change a significant difference was observed in relationship to teachers’ years of experience in teaching.