This report presents stories, written by teachers in the northwestern United States, about their experiences with curriculum over the years. The stories come from several groups, including four teachers who wrote as individuals, one pair of close colleagues, and one interview with a team of educators. The teachers responded to questions about how their curriculum experiences affected their convictions about student learning; how their convictions affected their teaching; how curriculum helped them grow as teachers; what happened to change their understandings and philosophies during their teaching; and how the changes influenced their students. Several common themes grew out of the stories. One of the universal themes was the growing awareness of the impact of students themselves on curriculum. The support and encouragement of other teachers and administrators was essential to several teachers' change processes. Teachers identified time as a major factor in their explorations of curriculum and their process of change. Self-awareness was another universal theme. Several stories showed the effects of modeling on teachers and students. Teachers noted working on cooperative teams as a major challenge that they faced. Teachers' thinking was stretched by the influence of students whose experiences and cultural backgrounds differed from their own. After an introduction by Barbara Wallace, the stories include: "If they can say Stegosaurus..." (Teri Houghton); The Power of Reflection (Gail Gilchrist); Choosing the Road Less Traveled (Susan Seaman); Navigating Sameness (Karen Mitchell); On Change as a Constnat: An Interview with a Curriculum Development Team (Jane Braunger); and Caution: Women at Work (Margaret Marsh and Linda Kidd). (SM)