The criteria of success; in the seventies may be different from the criteria of success in the sixties. We measure our success by the extent to which we achieve our objectives. While some of our objectins are the same in any period of time, there are some that depend on the time. To be able to formulate relevant and realizable goals for the next decade we have to ask ourselves, “What did we do well in the teaching reform movement of the sixties? What did we do poorly? And what did we leave undone?” We shall keep these questions in mind as we look back to the past and forward to the future while we consider separately fom major aspects of the movement to improve the teaching of mathematics: revising the curriculum, reforming methods, preparing teachers, and reaching pupils.