Teachers can be reluctant when it comes to implementing a new curriculum, especially when they have been in the profession for a long period of time. The current qualitative study examined tenured and non-tenured teachers' reluctance towards change, as characterized by curriculum changes and professional development programs. The study was designed to analyze the extent of collaborative partnerships between tenured and non-tenured teachers and the influence of these partnerships on differential perceptions regarding changing school curriculum designs. Applying change implementation concepts, the study uncovered the varied attitudes of tenured and non-tenured teachers toward professional development approaches and curriculum change. The participants of this study included six teachers (three tenured and three non-tenured) from a middle school in Brooklyn, New York. The following instruments were used to describe the attitudes and subjective experiences of the participants: The New Teacher Survey for the non-tenured teachers and the Needs Assessment Instrument for both tenured and non-tenured teachers. Furthermore, general observations of classroom instruction and department meetings, and the teacher interviews were utilized as preliminary data collection. The findings of the study was tenured teachers were more likely to hold negative attitudes about new curriculum designs. The results of the study also found that the tenured and non-tenured teachers were resistant to change; however, the reasons for their resistance were different in nature. Many of the tenured teachers felt negativity towards the increase in the amount of clerical responsibility, whereas the non-tenured teachers were more concerned about how the program would address the needs of their student population. Observations also showed that tenured and non-tenured teachers were not partners during implementation of the new design because the teachers remained distant from one another throughout the duration of the program. Recommendations included increased initiation of the administration to facilitate partnerships between tenured and non-tenured teachers as a way to create a positive school environment. Findings and reviewed literature showed that this approach may lessen teachers' resistance towards change and could motivate them to participate in professional development programs.