This essay presents an approach to substantial and long-range curriculum change in three stages: planning, implementation, and evaluation. Planning, to which three quarters of the paper is devoted, is defined as a deliberate, collaborative, continuous process of determining and providing for the most effective manner to implement a change. The most important components of this definition, discussed in depth, include (1) deliberative and determining, (2) collaborative, (3) future-oriented, and (4) structured/flexible. A planning model that includes implementation and evaluation is then outlined and discussed in seven sequential steps: (1) identification of the change, (2) formation of a support group, (3) assessment, (4) future awareness, (5) analysis, (6) action plans, and (7) evaluation. The evaluation process is threefold, consisting of, first, an evaluation of the whole planning process, then an evaluation of the change itself, and finally a formative evaluation for assessing future plans. (TE)