A questionnaire survey in Missouri was conducted to determine the characteristics of the state's district-level curriculum leaders and to determine what the curriculum leaders and elementary and high school principals perceive to be the ideal curriculum leader's functions, competencies, and leadership behavior. The characteristics covered include sex, age, official position, years in the position and the district, and years in education. Of 200 questionnaires sent to each group, responses were received from 148 curriculum leaders, 149 elementary principals, and 158 high school principals. Analysis of the descriptive data showed curriculum leaders are usually the superintendents, are mostly male and middle-aged, and have been in education over 16 years but in the position and the district less than 5 years. Cross-tabulations and chi-square analysis revealed no significant differences among the 3 groups on ideal leadership styles, on 18 ideal competencies (including knowledge of current curriculum practices and of district organization), and on 8 of 15 ideal functions (including development of goals or standards, program evaluation, and some budget management). Differences did appear among the groups on seven ideal functions involving community relations, federal program administration, teacher supervision, inservice programs, and other areas. (Author/RW)