This paper addresses three considerations for curriculum change: a definition of curriculum which considers learning environments, a set of premises to assist in curriculum planning, and suggested curricular priorities. The first section discusses various dimensions of curriculum, including expressed, implied, and emergent (described in more detail in SO 011 675). The second section identifies premises which can help curriculum developers identify priorities: 1) the social system of the school discourages change, 2) teacher interactions with learners are influenced by unnecessary regularities, 3) monolithic school environments discriminate against students who differ from the majority, 4) marginal students as well as marginal teachers can provide important information on curriculum improvement, 5) cooperation between parents and teachers affects the attitudes of pupils toward learning, 6) the principal is a key leader for initiating curriculum change, and 7) the teacher must ultimately decide how curriculum improvements are put into practice. The third section discusses priorities for curriculum change. Suggested priorities include educational change at the state and national levels, research to determine positive effects of the school environment, analysis of relationships between students and teachers, creation of multiple-environment schools, and development of instruments for measuring student perceptions. (KC)