A CURRICULUM DESIGN WHICH APPEARS APPROPRIATE TO THE MIDDLE SCHOOL YEARS IS DESCRIBED. BECAUSE OF RAPID CHANGE AND HIGHLY VARIABLE INDIVIDUAL GROWTH PATTERNS, THE MIDDLE SCHOOL HAS THE MOST DIVERSE STUDENT BODY OF ANY SCHOOL UNIT. VARIED THOUGH THE STUDENTS MAY BE, DEVELOPMENTAL TASKS AT THIS AGE INCLUDE ACHIEVING SELF-UNDERSTANDING TO REACH A STABLE SELF-CONCEPT AND ACQUIRING THE KNOWLEDGE, SKILLS, AND ATTITUDES ESSENTIAL FOR GOOD HUMAN RELATIONS. A CURRICULUM DESIGN MUST TAKE PROPER ACCOUNT OF A SOCIAL AND CULTURAL MILIEU CHARACTERIZED BY VALUE CONFLICTS, STRESS, ROLE CHANGES, AND ACCELERATING SOCIAL CHANGE. ANY MEANINGFUL DESIGN MUST ALSO INCLUDE HOW MAN ORGANIZES, EXPANDS, AND INTERRELATES KNOWLEDGE. A PROGRAM THAT GIVES ADEQUATE AND BALANCED ATTENTION TO THE LEARNER, TO SOCIETY, AND TO ORGANIZED KNOWLEDGE IS NEEDED. THE AUTHOR QUESTIONS THE VALUE OF CURRICULUMS BUILT AROUND THE ORGANIZED FIELDS OF KNOWLEDGE. SPECIALIZATION, THE KNOWLEDGE EXPLOSION, INDIVIDUAL DIFFERENCES, AND THE RAPID CHANGES IN ADOLESCENTS CALL FOR A CONTINUOUS, NONGRADED, VERTICAL PROGRESSION THROUGH LEARNING EXPERIENCES WITH GENUINE SEQUENTIAL ORGANIZATION IN THE MIDDLE SCHOOL CURRICULUM DESIGN. A CORE CURRICULUM GIVES THE NECESSARY FLEXIBILITY IN GROUPING, SCHEDULING, AND ORGANIZATION. THIS PAPER WAS PRESENTED AT THE CONFERENCE OF THE COLLEGE OF EDUCATION (11TH, UNIV. OF TOLEDO, OHIO, NOVEMBER 11, 1967). (WR)