The purpose of this study is to identify how elementary teachers react to curriculum change in the fourth elementary math. Given the recent changes in math textbooks at different grate of elementary, is necessary to consider the reaction of teachers as the main implementers of such important changes. This study has been done with a qualitative approach. The participants were 20 primary school teachers in the city of Hamedan in the academic year 2010-2011 who were sampled by snowball. The data collection tools were semi-structured interviews and classroom observations. The data of this study were analyzed by coding and categorization method and using the four elements of Tyler, at the levels of knowledge and attitude. The findings showed that teachers are generally aware of, accept, and implement math curriculum changes. The reason for this is that recent changes have improved the math curriculum for a number of reasons, including: creating interest in students and preventing laziness in learning math, updating and making activities within the book more attractive. In addition, they have good knowledge, awareness and understanding in the face of change and have positive and negative attitudes in dealing with the content, teaching method and evaluation, and the changes have been favored by teachers and in order to accelerate, improving their performance has been able to take a new and successful step.