The Cleveland Collaborative for Mathematics Education (C2ME) intends to change the role and status of teachers of mathematics in Cleveland's public secondary schools. This report presents the perceptions, beliefs, and practices of the teacher members of the collaborative project. This research is based upon descriptive and historical data gathered from observations and interviews of teachers, principals, curriculum specialists, and students in the city's junior and senior high schools. The findings of this study are presented from the perspective of a mathematics teacher. The report begins with a description of the C2ME, which is followed by a presentation of the teacher's schedule and typical teaching day, and then presents details about urban youth and the problems faced by teachers of mathematics. Section II presents the teacher's view of the collaborative project as an important mechanism that provides support and direction for the reform of teaching mathematics. Finally, Section III covers three themes suggested by the data analysis that help to interpret the effects of the collaborative project: systematic management and technique; the homework curriculum; and the ideal department chair. The report closes with a summary of the findings, and a discussion of methodology. (YP)