The development of the research design for studying curriculum in the "A Study of Schooling" research project involved four problem areas. Defining and conceptualizing curriculum and how it works in different educational settings was a difficult, unwieldy task. Operationalizing the conceptual framework for studying curriculum so that researchers would not disrupt the test environment was also complex because the study's format included questionnaires, classroom observations, and interviews. Time, money, and staffing constraints were counterproductive and contributed to an atmosphere of anxiety. Appropriate use of part time staff and overcoming the territorial feelings of the research groups posed management problems in staff organization. As the study progressed, the perceptions of the research staff toward curriculum in the context of the study changed. One of the reasons for the change was circumstantial pressures due to limited resources. Some of the changes were due to the changing perceptions of the researchers themselves as they participated and grew with the project. In working toward the goal of productive educational research, the project helped to underscore two assumptions: (1) All research is essentially exploratory, regardless of methodology; and (2) Curriculum research is a necessary precursor to the process of curriculum criticism. (FG)