An analysis of curriculum journals indicates that curriculum inquiry is not a simple matter. It is characterized by raising problems, addressing each problem by a variety of methods, and proposing for each method a variety of kinds of solutions. Curriculum inquiry follows a "Musketeer Model": all for one and one for all. The predominant form of curriculum inquiry is a stated purpose to accomplish, the content is a concern about the commonplaces of curriculum, and the process entails first-order knowledge describing the properties of some phenomenon. The predominant method of curriculum inquiry is conceptual, especially opinion, analysis, and argument. The predominant kind of solution in curriculum inquiry is national, that is, providing a way of thinking as a solution to the problem. Curriculum inquiry is characterized by a topical flow type of inquiry, rather than a schematic structure. Efforts to define curriculum inquiry yield a definition of what curriculum inquiry is not, more clearly than what curriculum inquiry is. (LP)