We adapted an existing comprehensive theory of curriculum analysis for application across complex, multicultural educational environments in P-12 schools. Our theoretical framework is neo-Deweyan in that it draws heavily from John Dewey's curriculum philosophy and because it goes beyond him to draw extensively from other curriculum theorists. The study resulted in the creation of a new heuristic instrument to aid in curriculum analysis and construction. The instrument is intentionally comprehensive and flexible so that it may be used in a wide variety of P-12 programs. Given the flexibility of the theoretical framework and instrument, they may be used in ways that lead to honoring, clarifying, enlarging, rethinking, refining, and rejecting aspects of practices and ideals of P-12 schools. We did not seek to minimize the normative claim that curriculum workers ought to think more holistically, reflectively, and ethically about curricular concerns in P-12 schools. (Contains 2 notes.)