There is an increasing awareness of the need for school-level curriculum evaluation in Australia, due to improved teaching and learning factors and to the wider role and responsibilities of schools in educational policy making. Although the school-level evaluation policies of the eight Australian states have similar goals, there are marked differences in the implementation of these policies. If teacher-initiated school-level curriculum evaluation is to succeed, the internal nature of the exercise must be emphasized to overcome teachers' perceptions of evaluation as threatening or time consuming. Teachers need resources to support them in planning evaluation workshops and are interested in the methods and results of evaluation activities carried out by others. They may need an information network, advisers, and a structured outline of the steps involved in starting curriculum evaluations. Future developments will depend on the ability of teachers to realize their potential as curriculum evaluators. (FG)