Although curriculum development ideas suggested by Doctor of Philosophy and Master's students have received little attention in the curriculum literature, they have existed for some time and have been gaining momentum. In Israel, a high proportion of the science education dissertations has involved curriculum development. A review of curriculum development dissertations worldwide has identified the following types: (1) new topics for university-level education; (2) new topics for high school; (3) innovative instructional strategies; (4) combination of new topics and new strategies; (5) teaching difficult concepts; (6) teaching special student populations; and (7) identifying and overcoming student misconceptions. A review of 104 Doctor of Philosophy and 56 Master's dissertations indicates that, in Israel, most dissertations belong to types 3, 4, and 5. Despite some limitations in scope, curriculum development dissertations were found to have considerable merit, including the review and assessment process that guarantees quality control. These dissertations can be an inexpensive way of producing innovation and stimulating further research. Products of these dissertations have a relatively high potential for actual use. One table lists dissertation distribution frequency. (SLD)