There seem to be few answers to questions asked concerning how a curriculum might be structured, or how a curriculum is currently formulated, and what the implications might be of structuring a curriculum in various ways. Most of the literature in this area consists of either arguments for "psychological" versus "logical" structure or inconsistent research findings. An attempt is made in this paper to provide a useful set of concepts for theory and research. A set of three major categories for classifying types of curriculum structure is developed, tested, and presented: (1) goal-derived; (2) means-derived; and (3) subject matter-derived. Each category is explicated by indicating paradigms and examples of that structure category. (Author/WM)