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This paper explores how the design features of curriculum materials might influence potential opportunities to learn and student outcomes through a comparative, documentary analysis of four mathematics curricula commonly used in the United States. Using findings of a large-scale, experimental study of the curriculas effects on student achievement, the authors analyzed the curricular designs with respect to mathematical emphasis, instructional approach, and support for teachers. The study found substantially different types of opportunities to learn across the four curricula. The authors hypothesize how these differences could explain the achievement results of the experimental study and discuss additional influential factors to consider.