Despite the rising popularity of scripted curricula in the United States public and charter schools, there has been little to no research that explicitly addresses how this phenomenon influences the democratic aims of our educational system. Using the six democratic values that Meira Levinson employed to evaluate the movement towards standards, assessment and accountability, the authors examine both the potentials and real-world impacts of scripted curriculum. Although arguments in favour of scripted curriculum suggest that its usage increases the democratic promise of education by rendering instruction more equitable and efficient, the authors suggest that patterns of usage and outcomes are in fact at odds with such values. Furthermore, the authors argue that the pre-structured and highly controlling character of scripted curriculum is inherently undemocratic because it severely constrains the intellectual participation of both teachers and students in the classroom. The authors conclude that greater teacher autonomy and curricular flexibility are necessary elements in the education of future citizens in a democratic society.