Beginning with the assumption that a curriculum advisory council composed of a broad community and educational representation has been established, this paper concerns the proper roles of citizens and professional educators on this council. It holds that the community-school decision-making body should consider all types of curriculum questions, but final decision-making power should be given to those judged to possess greatest expertise regarding particular questions. The remainder of the paper concerns the description of questions, issues, and sources that bear on curriculum considerations in school-community relations. These are discussed under the headings of philosophy, determining objectives, selecting experiences (content), determining sequence, selecting organizational patterns, evaluation, and relevance. An extensive bibliography, with some brief annotations, is organized under the above topics. (Author/MLF)