This study examined curriculum procedures and the roles, decision-making processes, and perceptions of central administrators, building administrators, and teachers in five school districts. Qualitative data collection included taped interviews using a focused indepth interview schedule, field notes, observation, and document collection. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: preplanning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was affected by various influences. The findings suggest that a school district's environment has definite effects on the curriculum process and that an influential person is needed to monitor all stages of the procedure. The findings also indicate that, despite a strong move toward centralization of the curriculum as a result of state mandates, teachers will derive a sense of satisfaction and "ownership" of curriculum documents only to the extent that they participate in curriculum planning and writing. A bibliography that includes books, articles, reports, and conference papers is appended. (Author/TE)