This mixed methods study explores the work and perspectives of curriculum developers, a subset of educational developers who support the development, revision, and/or renewal of academic degree programs and similar sequences, beyond an individual course. Thirty-five developers in the United States and Canada completed a survey addressing curriculum support roles and how they describe and perceive this work. Although structural differences were identified across contexts, descriptions and perceptions of the work were remarkably similar and highlighted the distinctiveness of the work with regard to complexity and scale, facilitation, and navigating departmental cultures and dynamics. This study is an important first step in recognizing and understanding curriculum development and building community within this subset of educational development work.