Response to the implementation of the new curriculum reforms varies by regional context. A study of the effects of reform implementation on basic education in rural Gansu contributes to understanding the reforms in resource-constrained environments in China. Drawing on rich data from linked teacher, principal, student, and county administrator questionnaires available in three waves of the Gansu Survey of Children and Families, this article examines the relationships between new curriculum reform implementation and the transformation of educational beliefs, practices, structures, and student outcomes in primary and junior middle schools in rural Gansu.