The purpose of this study was to investigate mathematics teachers’ concerns about the reformed 6th grade mathematics curriculum in Turkey and to identify the possible relations between teachers’ personal characteristics and their concerns about the curriculum. 306 in-service mathematics teachers teaching in Ankara participated in the study. Teachers’ concerns about reformed curriculum were identified by administration of Concerns-Based Adoption Model (CBAM). Results showed that teachers’ concerns focused mainly on the personal and collaboration stages of the CBAM model. This indicates that the teachers were not resistant to the change, though they had some confusion about the curriculum; they wanted to learn from what others knew and were doing to increase their knowledge and skills about implementation of the reformed curriculum.