A survey of nursing leaders was conducted to identify values, opinions and ideas about the baccalaureate nursing curriculum, and the views identified were analyzed from the perspective of curriculum theory. The population consisted of 488 registered nurses listed in the 1985 Directory of Fellows of the American Academy of Nursing. Data were collected in three iterations through mail questionnaires, with an overall response rate of 56.9%. Responses were analyzed using the following theoretical and empirical classification categories: cognitive processes, self-actualization, Eisner technology, Huebner technical valuing, academic rationalism, and social relevance/reconstruction. Results included the following: (1) items assigned to Huebner's technical valuing perspective, involving nursing content and learning activities, were most common; (2) the second most commonly occurring curriculum perspective was social relevance/reconstruction; (3) although few questionnaire items represented a cognitive processes or self-actualization perspective, approximately one-third of them were rated as essential, indicating their perceived importance in the nursing curriculum; and (4) a lack of emphasis on a liberal or general education was shown. Data are presented in 8 tables. 49 references. (KM)