Getting through the choppy seas of curriculum reform and high stakes testing, as well as meeting predetermined standards and adequate yearly progress, is often difficult for a teacher, let alone a school or district, to ascertain what specific content should be taught and what is actually being taught. Teachers often do not know what has been taught in previous courses and have little opportunity to share that information with each other. In the 1970s and 1980s Dr. Fenwick English introduced curriculum mapping, where maps were designed by a third party. In the mid-1990s, Dr. Heidi Hayes Jacobs introduced methodology to help teachers directly navigate those murky waters of the process of curriculum mapping. At the heart of curriculum mapping is doing what is in the best interests of the students so that they are provided opportunities to meet the challenges of the world in which they will be living and working. It also allows for a changing curriculum, provides an overview of the curriculum for all stakeholders and encourages regular reflection on what is to be taught and what was taught. There are three key questions that educators should take into consideration when determining what curriculum should be taught and what is actually being taught. (1) "Who is doing what?; (2) How does our work align with our goals?; and (3) Are we operating efficiently and effectively?" Components of a successful curriculum mapping are included in this paper. (Contains 24 online resources.)