Long-term observational research was conducted in the classrooms of two inductee teachers to examine their formal policy documents, curriculum planning, and curriculum enactment. The purpose was to examine the gap between the policy and planning materials and the enacted curriculum to determine what really counted as curriculum in the classrooms. The conceptual framework of curriculum is examined as found in recent literature. "Curriculum as a situated event" is the theoretical basis of the study. The literature on teacher planning is also reviewed. The two teachers who were chosen to be studied were observed extensively for 3.5 months. The results suggest that the curriculum found in lesson plans deals primarily with events and that these plans serve as skeletons for the real lessons that occur in the classroom. It also appeared that the inductee teachers and their mentors only discussed the events curriculum, not the substantive issues during their conferences. Thirty-eight references are appended. (LMS)