Current efforts of curriculum reform within the federal systems of Australia and the Federal Republic of Germany are examined in this paper. The hypothesis is that the federal systems of government, in which the allocation of powers is granted to subnational governments, create independent authorities and prevent the development of national curriculum policies. A historical overview of the responsibility for curriculum and current directions of curriculum policy formation in each country is presented. Each country has a different view of federalism in relation to curriculum policy formation: in Germany, individual states have sole responsibility for curriculum policy; in Australia, intact state policy structures are coordinated with a national curriculum effort. However, Germany has achieved significant national policy objectives since 1949 without a national coordinated effort. A second difference is the ways in which intergovernmental mechanisms operate. In Germany, such mechanisms operate as a forum for the exchange of information and ideas; in Australia, they are a way to advance the national policy position. Thus, Australia gives the appearance rather than the reality of national consistency, and Germany demonstrates that uncoordinated curriculum policy was not harmful. Public participation in curriculum determination is a significant issue despite the source of control. (LMI)