Effective curriculum development and implementation may be achieved by considering the multidimensional nature of the term "curriculum." A definition of curriculum should be considered in terms of its expressed, implied, and emergent dimensions. The expressed dimension is the written statement of learning objectives, sequence of contents, learning opportunities, and evaluation procedures. The implied or "hidden" curriculum consists of unstated messages or unintended learning. The emergent curriculum, derived from examining the needs of the learner, includes ongoing alterations, adjustments, and additions to the expressed and implied. When developing curriculum, the expressed dimension calls for devising a curriculum platform, organizing subject content, and creating learning opportunities. Collected data of student perceptions form the implied curriculum. The emergent dimension involves a process in which the teacher decides either to take supportive action to motivate student behavior or begin action to eliminate sources of disconnection between the student and the curriculum. Implementation of curriculum is enhanced through perceiving teachers as leaders in curriculum improvement and the classroom as a unit for curriculum implementation, and assuring that a positive match exists between what the school requires of the teacher and what the pupils need. (Author/KC)