An examination of 1002 curriculum documents (selected from the 1969 exhibit at the National Conference of the Association for Supervision and Curriculum Development) was made to provide the beginning of a pool of empirical data that can serve as a base for descriptive generalizations about curriculum design and engineering. Ten design characteristics were identified: type of binding, statements of goals, recorded history of production of materials, instructions for use of curriculum materials, content interpretation, inclusion of instructional strategies, subject matter design, evaluation scheme, number of pages, and feedback correction provisions. Four curriculum engineering characteristics were also studied: planning arena, personnel involvement, geographic region, and grade designation. The major analysis revealed the number and percent of distribution of the 14 design characteristics within each curriculum type: general curriculum, art, business education, foreign language, health and physical education, home economics, industrial arts and vocational education, language arts, mathematics, music, science, social studies. A second analysis showed the number and percentage of the distribution of the 14 design characteristics within each of the four curriculum engineering characteristics. (In addition to results of the data analyses by design category and curriculum type, the document contains discussion of definitions for "curriculum" and "curriculum design.") [Not available in hardcopy due to marginal legibility of original document.] (JS)