The curriculum deliberations of 3 fourth-grade teachers who met weekly to plan their lessons were explored in this qualitative case study. These teachers participated voluntarily and routinely produced viable plans for the coming week. With their planning meetings recorded and transcribed, the resulting transcripts were analyzed using Schwab's (1973) commonplaces: Teacher, Learner, Subject Matter, Milieu, and Curriculum Making. Subject Matter dominated the coding of the meeting transcripts; however, all of the commonplaces had significant representation in the teachers' curriculum deliberations. These dedicated teachers serve as a model of how practitioners who willingly engage in group deliberations on their curriculum inherently participate in a situation that can be effective and sensitive to the myriad needs of the stakeholders in schools. (Contains 1 figure.)