Ethnographic techniques are employed in this study in order to determine the extent to which curricula developed in magnet schools is distinctly different from curricula in conventional or nonmagnet schools. The variables examined and compared include: (1) subject matter offered; (2) instructional methods; (3) grouping procedures; (4) student and parent choicemaking; and (5) curricular policies. Preliminary findings reported indicate that although some variance exists between the two types of schools with regard to the variables examined, there is still too little data to judge the extent of the differences. (Author/EB)