In this study on schema theory, interviews were conducted with three adults to identify the schema for particular words or phrases (pencil, making a hot drink, talking), which required identifying all those dimensions of meaning involved implicitly and explicitly in how the word/phrase is used. Results revealed that subjects described their ideas predominantly as pictorial images, but also using descriptions and role playing. Most images were recollections of past experiences. Difficulties encountered in obtaining and presenting the data are discussed, such as the involvement of many schemata in the understanding of the meaning of a single word or phrase, the effect of the interaction between verbal-auditory and visuo-spatial systems on understanding, and cultural influences on memory. A program of Christchurch College of Education (New Zealand) is described in which teacher trainees are introduced to schema theory, investigate the schema children have of common social events, and apply action research theory to the area of culture and ethnicity in preparing classroom resources that address identified needs. The paper concludes that it is essential for teacher training to develop the skills to examine and analyze schema (both the teacher's and the child's) in order to achieve a relevant, equitable classroom curriculum. (Contains 11 references.) (JDD)