This paper reports on a pilot study that emerged from two separate doctoral studies on teacher curriculum decision making and school-based management. The pilot study investigated the interface of curriculum making and educational partnership, noting conceptual and contextual links between the thinking and practice of teacher curriculum decision making and school-based management in Hong Kong. The first phase of the study, which occurred in an elementary school, examined curriculum leadership from the viewpoint of teachers, students, and parents. The second phase of the study will focus on a primary school with an Asian student population in Brisbane, Australia. Using narratives and conversations, the study analyzed and interpreted the ideas and efforts of teachers, students, and parents related to curriculum leadership. Results indicated that much work needs to be done to engage parents in active partnerships with the school. Parents felt that curriculum leadership was related to the issue of power and authority at a personal and school level. Teachers called for a whole-school approach to initiating innovative curriculum practices and invited active, authentic parent participation. Students were enthusiastic about engaging in a conversation about volunteer work and authentic contribution to the school. (Contains 29 references.) (SM)