The character of the Catholic school curriculum is affected by how people learn, what elements are included in a curriculum, how Catholic schools are unique, how curricula are developed and implemented, and what teachers and administrators need. The first of this booklet's six chapters describes psychomotor, cognitive, and affective learning. Chapter 2 defines the curriculum as an evolving plan of sequential learning opportunities and discusses the school's purpose, goals, and objectives. Chapter 3 reviews seven characteristics that set the Catholic school apart: sponsorship, philosophy, goals, the total educational program, academic quality, values development, and the teacher's role as minister. Chapter 7 presents a seven-step process for developing the Catholic school curriculum: (1) formation of a school/community curriculum committee, (2) development of the school philosophy, (3) determination of student characteristics, (4) development of school goals, (5) writing specific learning objectives, (6) determining specific learning activities, and (7) evaluating the curriculum. Chapter 5 discusses the teacher's role in classroom implementation of the curriculum. Chapter 6 reviews the principal's role and the needs of the personnel involved in implementation. Appendixes include a textbook evaluation instrument and an example from a scope and sequence chart. Suggestions for study are provided. (PGD)