The purpose of this paper is threefold: to describe grounded theory research strategies, to present a summary of several studies in education that have followed this approach, and to explore the potential uses of the grounded theory techniques in curriculum theory generation. The paper is arranged into six parts. In the first and second parts of the paper the background for grounded theory research is discussed. Primarily a pragmatic, inductive approach, it is a comparative method which alternates data collection and data analysis. Before any hypotheses are defined, data are collected, coded, and arranged into concepts. Then, an analysis of these concepts is made to develop working hypotheses and provide direction for the next stage of data collection. Alternating states of data collection and analysis follow in a refining process. The third part of the paper briefly describes several studies that have been done using the grounded theory approach. These include a study to explain the intragroup dimensions of interdisciplinary teaching teams; a study on the process of teacher change brought about by inservice education; and a study on the role personalization of beginning secondary teachers. The fourth section focuses on new applications of grounded research in the curriculum field. The fifth section discusses planning a grounded study of curriculum design and implementation. Section six, a conclusion, mentions the general advantages of grounded theory research--it is in touch with actual educational situations and it is a holistic and expansive approach. (Author/NE)