A study examined the views of six experts in the teaching of literature concerning ideal curricula in literature at the elementary school level. Data were developed from a detailed, written document in which the experts (three university professors who had made significant scholarly contributions in children's literature and three elementary school teachers with glowing reputations in the pedagogical area) provided feedback about ideal curricula in general and the literature curriculum in the elementary grades in particular. In terms of commonalities and differences, results revealed that all the experts agreed with the features of ideal curriculum described in the set of framing questions sent to each respondent. They favored a curriculum in literature that is much more focused and coherent than currently is the norm. Most respondents also viewed literature as an opportunity for fostering important goals--both within language arts and across other subject matter areas. Literature was considered a good tool for teaching writing, for example, or as a vehicle for teaching content in social studies. One respondent thought that good literature led to greater self-understanding. Results also revealed that the concept of literature as an aesthetic object worthy of study in its own right was notably absent in the perspectives represented. (An appendix contains the mission statements and objectives of this curriculum improvement study.) (Author/KEH)