Autonomous schools in Israel are faced with the challenge of integrating centralized and decentralized curricular approaches. The curriculum structure by which schools attempt to comply with national curricula standards and achieve school autonomy is examined. Case studies of three primary schools involved document analysis, observation, interviews with school staff, and a teacher survey. Four curriculum components are identified: basic skills subjects, separate subjects, integrated topics, and additional programs. A conclusion is that the school curriculum structure represents a genuine effort to combine contradictory educational orientations and curricular approaches. Recommendations to sustain this structure include: (1) development of a common educational philosophy shared by staff and administration; (2) institutionalization of the four curriculum components; (3) creation of a school ethos; and (4) development of a supportive social and organizational environment, especially principal support. Three tables and a glossary are included. (43 references) (LMI)