To investigate the hypothesis that the process of curriculum development affects curriculum outcomes, three curricula for the same purpose were developed, each using a different approach. The task was to improve the mathematics curriculum at a college of electrical engineering in Zug (Switzerland). The task, which involved developing an introductory calculus course, met criteria previously defined for an acceptable context. The following curricular models were chosen: (1) a naturalistic model, as defined by D. F. Walker (1971); (2) the curriculum-conference approach of K. Frey (1980); and (3) the situational approach of S. B. Robinsohn (1967). Quantitative analysis of these curricula involved the rating of 17 subcategories by eight postgraduate students in mathematics and psychology to examine the main hypothesis of no differences among the curricula. The curricula differed in 10 of 17 categories, supporting the assumption that curriculum development models influence outcomes. Qualitative comparison by five experts in science and mathematics education also indicated differences in the developed curricula, with one expert placing more emphasis on practical application, another emphasizing the participation of the future engineer, and the third giving somewhat more attention to the subject matter than to the student. Two data tables are included. (SLD)