The processes involved in curriculum development in 18 curriculum centers are explored in this study. Most, but not all, were national centers sanctioned in varying ways by the government in the following countries: Chile, Ethiopia, Finland, Ghana, Hungary, India, Iran, Israel, Japan, Kenya, Korea, Malaysia, New Zealand, Norway, Spain, Sweden, Thailand, and Venezuela. Data were obtained by a questionnaire and by interviews of personnel of selected curriculum centers. The processes utilized, what decisions are made, and who makes them were the major concerns of the study--not the products of curriculum planning. Individual countries are not identified in the data analysis and data are presented in tables as raw numbers with 18 as a base for each response. The study results are clustered into three broad categories for reporting: a general description of the centers, levels of decision-making, and organization of, and choices among, curricula. The processes used in curriculum development seem to consist of a one-way street from the Ministry, university, and center down to the local school, to the teacher, and finally to the student. There do not appear to be many opportunities for the local concerns of faculties, parents, and students to be communicated to those most involved at the societal level of curriculum development. The questionnaire and a list of the respondents are in the appendix. (Author/MLF)