It is proposed that the role of teachers in bilingual education curriculum development is essential. The assumption is that pre-packaged curricula, programs, and materials cannot be effective because student and community needs differ from one situation to the other. Therefore, those persons involved in each situation should be the ones to develop the curriculum. In order to assume a central role in the curriculum development and implementation process, teachers need to develop skills in curriculum development as well as a critical consciousness. The first set of skills includes awareness of curriculum development as a decision-making process, the ability to perceive student needs and community culture, and skills in the instructional aspect of curriculum development. The second factor, critical consciousness, is viewed as a political act because it has to do with questions of power and powerlessness. A suggested framework for the process is the "curriculum collective," a core group of teachers and parents. This group would define itself, its tasks, and its political perspective. Teachers would interact with the collective as they implement the curriculum developed by the group. Assessment of the program would be on-going and effected through meetings among teachers, the collective, and the larger community. (AMH)