This work focuses on the findings of a doctoral research study in education (2006) in which a mathematics curriculum resource document was tracked from ideation, through creation and mediation, to provincial dissemination. Interviews were conducted with 64 participants representing various levels of the curriculum negotiation process: Ministry of Education, Steering Committee, Writing Team, Workshop Developers, Mathematics Coordinators, Pilot Team Teachers, and Mathematics Teachers. The author presents the Parametric Creativity Model of leadership which emerged from the close examination of two key participants: Evgren, the veteran large- scale Project Leader, and Valery, the neophyte Mathematics Coordinator, both of whom, through self- reflection and feedback, experienced growth. Further, three professional development models— designated as Participatory, Differentiated, and Sustained—provide insight into the effectiveness of various forms of teacher professional learning. This book will be of particular interest to those involved in mathematics education, and will also appeal, more broadly, to those in positions of project leadership.