In this study, 484 dissertations written from 1976 to 1985 were reviewed to determine the content of curriculum dissertations and the methodology employed. "Dissertation Abstracts International" was the data source for dissertations. Sixteen categories emerged as appropriate for classifying the content foci of the studies. Descriptions and examples for each category are provided. When the larger topics are utilized, 43 percent of the dissertations addressed curriculum making, 11 percent dealt with curriculum in the classroom, 20 percent focused on curricular components, and 8 percent concerned forces bearing on curriculum. No significant trends appeared when the first half of the period was compared with the second half. In almost two-thirds of the studies, either no level of schooling was identified or the K-12 range was investigated. Twelve categories of methodology were revealed in the analysis. The most common approach involved a questionnaire or survey; nearly one-third of the studies employed this device as a major data collection technique. Over the 10-year period under consideration, 104 institutions granted degrees to those conducting curriculum research for their dissertations. A table lists the 33 institutions that graduated at least 5 such persons from 1976-1985. (MLF)