This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of problems is first related to relevant curriculum theory and choice of method. Our qualitative text analyses and then examines the relevant curricula and other national documents which provide guides and intentions for schooling in Norway. The analysis will also be viewed in an international perspective in relation to OECD evaluations of Norwegian schooling. The discussion highlights the fact that the Norwegian curriculum reforms are affected by these international evaluations. This particularly applies to the relationship between the central governing of the school's content and the individual school's curriculum potential. (Contains 1 table.)