A professional journal, written by teachers and read by curriculum researchers, may help the collaborative process needed to produce effective curricula that teachers will use in their classrooms. A journal of this kind could help researchers understand teachers' thought and planning processes and why curricula may have been adapted in a special way. The journal could prove an invaluable source of data, information, and vicarious experience, increasing researchers' understanding of the classroom teaching experience. This paper illustrates the nature, scope, purposes, and outcomes of such a journal and points to some implications for both curriculum research and teacher education. (Author/CB)