Subsequent to emphasizing the importance of historical case studies for gaining a fuller understanding of curriculum history, the paper discusses problems associated with historical case study research. Their analysis stresses the importance of scholars focusing on common research questions and utilizing similar methodology. Such cooperation is viewed as a necessary prelude to producing similar case studies from several school districts. The data from such studies would provide a useful basis for hypotheses regarding the process by which curriculum changes are made in large urban school districts. (Author)