This study presents a formative evaluation of the curriculum development process in republics, states and kingdoms of the Arab world. It contains an overview of curriculum changes that have occured in Arabian educational systems over the past two decades, the effects of these changes, and the attitudes toward the future of educators who have been involved in the changes. Educators in Egypt, Iraq, Kuwait, Qatar, and Tunisia responded to questionnaires and interviews. This research is divided into three parts: (1) tabulation and interpretation of the questionnaire, using inspection rather than statistical methods of analysis; (2) presentation of case studies for each individual country; and (3) a summary chapter, synthesizing the data from all sources and stating tentative conclusions and recommendations. (JD)