The purpose of this research was to understand the phenomenon of participation in curriculum development process through the eyes of teachers. In this research, qualitative instrumental case study design was adopted. The participants of this research were consisted of teachers (n = 27) working in five public high schools in the province of Nigde, Turkey. The data of the research were collected by using a semi-structured interview form. For the data analysis, content analysis was used to identify the concepts and relations in regard of the collected data. In this research, thick descriptions, prolonged engagement, expert examination, and participant confirmation techniques were used to provide evidence for the trustworthiness of the findings. According to the findings of the research, it was found a total of four sub-categories for each main category, including curriculum development at central level and curriculum development at local level.