Secondary school curriculum is evaluated in this study designed to assess the degree of accordance between curriculum designers' intentions and perceptions of those intentions by curriculum implementors (administrators, supervisors, and teachers). A survey instrument was composed of nine sections that addressed learning objectives, classroom activities, assessment, staff, facilities and equipment, textbooks, teachers' manual, process of curriculum development, and curriculum content. Data were also collected on implementor demographics and opinions. Five conceptual factors--student personality development, classroom demographics, student-centered curriculum, integration of social and cultural heritage, and development of thinking abilities--and eight demographic variables were used as independent variables. A questionnaire was administered to 843 teachers, 99 superintendents, 75 administrators, 100 parents, 531 secondary students, 254 grade 3 students, and 110 secondary school graduates. Teacher and administrator responses were more similar than supervisor responses, which indicated a greater diversity among administrator characteristics. Descriptive statistics indicated an overall high degree of agreement, with the exception of items related to extracurricular development, affective domain, resource allocation, staff appointment, and staff participation. Recommendations are made to address the issues of: (1) improvement of Islamic relations; (2) collaboration between arts and sciences; (3) comparative studies of school districts; and (4) inservice teacher training programs. Tables and figures, appendices that include the survey instrument and statistical findings, and an extensive bibliography are included. (LMI)