The purpose of this qualitative descriptive study was to "understand" how secondary teachers describe the curriculum change processes of unfreezing, change, and refreezing in the southwestern school districts of the United States. The research questions were as follows: RQ1: How do secondary teachers describe the curriculum change process? RQ2: How do secondary teachers describe their understanding of the curriculum change process of unfreezing, change, and refreezing? The data collection consisted of semi-structured interviews and focus groups with five of more years of experience. There were ten participants for the semi-structured interviews and four focus groups that were used to collect the data. Participants were retrieved following the Common Rule and Belmont Principle. The theoretical foundation used was the Kurt Lewin change theory. Themes were identified and organized using the Braun and Clarke method and the MAXQDA program. Thematic analysis was used to identify, analyze, and interpret patterns and themes within the qualitative data. The qualitative research revealed several findings regarding curriculum change in secondary education. Aligning with the Kurt Lewin change theory of unfreezing, change, and refreezing the research results provided insightful information to the structure and protocol education endures during these changes. Five themes were identified: lack of communication, lack of time, lack of support, being uncomfortable in the classroom, and acceptance issues. The research revealed there are significant problems with curriculum change and the importance of involving teachers during this process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]