Indicators that the prospects for meaningful curricular reform are not optimistic are developed in this paper. The first premise is that research on curricular reform has been limited in its applicability to practitioner concerns. Another dilemma in the translation of research on curricular reform for practitioners is the continuing wide gap in the views of theorists versus those of curriculum implementors about curriculum planning. In addition, research has not adequately addressed the differing change process in elementary versus secondary schools, and the problem of motivating teachers. The second and third premises deal with the record of curricular reform (in the form of new conceptions of schooling, schoolwide improvement processes, and specific curricular reforms), which is not great when general patterns rather than exemplary practice are viewed . The final premise is that the critical problem for curricular reform in the next few years will be human energy, commitment, and insight instead of money. (MLF)