An instrument constructed for scoring behavioral directions in curriculum materials was utilized in an evaluation of 25 randomly selected curricula. Selected curricula were not more than 10 years old and were used through 1986 in Dutch primary schools. Directions included in texts were scored on completeness, clarity, potential, and commitment: factors by which teachers interpret a curriculum. Scored directions were divided into eight categories related to components of the instructional process, such as learning activities, teaching conditions, and evaluation. A total of five pages from each of three textbooks in each curriculum series were scored independently by two observers. Another observer globally inspected 20 of the curricula and divided them according to the extent to which they were prescriptive and to the relative directness of the written text. Curricula were subsequently categorized in terms of content into three groups: subject areas concerned with main subjects, with real life in the world, or with teaching how to express one's experience. Findings (taken as an indication because of problems with the reliability of the instrument) suggest that the curricula were generally inadequate. Favorable trends were not found in newer texts. Texts concerning expression were considered best, followed by those concerning main subjects, and by those concerning real life in the world. (RH)