Lesson and unit plans designed by preservice teachers who developed their plans using the backward design model or a traditional model of curriculum design were compared. Two independent raters scored 153 lesson and unit plans developed by preservice teachers in two different sections of Educational Planning and Management. The plans were evaluated using Danielson's Framework for Professional Practice by means of six components: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, selecting suitable instructional goals, demonstrating knowledge of resources, designing coherent instruction, and assessing student learning. Results included evidence that preservice teachers who were taught curriculum design using the backward design model outperformed preservice teachers who were taught curriculum design using a traditional model on all six components.