This paper presents future interactions between curriculum and test content, particularly standardized achievement test content. Three topics are discussed in question-answer form. (1) Will standardized testing dictate the curriculum in the future? An analysis of major curriculum change indicates two changes in the past 25 years: a revolution within particular content areas (e.g., mathematics and linguistics) and a narrowing of the curriculum to basic skills. Standardized tests seem to exercise little influence upon these types of major curricula change. Inferences from historical patterns indicate that testing will exercise little influence on the curriculum in the future. (2) Will test coverage provide a better match for the curriculum in the future? While the present curriculum-test content match is believed to be quite good, it is hoped that conclusions drawn from present studies will lead to developments in the theory of content validity for multi-level achievement batteries. (3) Will recent developments in testing methodology influence the test-curriculum match? Developments in Item Response Theory and Latent Trait Methodology have been shifting interest from curriculum-test content match to trait methodology. The inevitable result of tipping the balance in favor of a trait methodology will be to attenuate the strict fit between curriculum content and test content. (PN)