A study of curriculum development in Somalia focused on the role of the National Adult Education Centre (NAEC) and involvement of teachers and inspectors. The sample consisted of 80 Mogadisho primary adult school teachers. Information sources were related literature, teacher questionnaires, and unstructured interviews with school inspectors, school administrators, and NAEC administrators. The literature review focused on the historical background and present conditions of the curriculum development center, the role of NAEC in curriculum development and evaluation, and the role of primary adult school teachers in curriculum development. The majority of respondents (43 teachers) felt curriculum developers, teachers, and community representatives should be involved in curriculum development; 60 teachers had not participated in curriculum development. Regarding teacher contact with NAEC, 55 teachers indicated no connection, 20 had a loose connection, while 5 indicated a good connection at all stages of curriculum development. The great majority (71) felt involvement rates could be improved by upgrading teacher performance. Teachers also indicated that qualification in subject matter was the most important criterion for teacher involvement in curriculum development and teachers were the sole implementers of the curriculum. (The questionnaire, in both English and Somali, is appended.) (YLB)