Curriculum processes in representative areas of four large Western countries are investigated. Countries involved in the study include Australia, Canada, England, and the United States, which is represented by Georgia. Core curricula in these countries are markedly similar. Data on curriculum development, implementation, and evaluation were collected via a mail survey of secondary school principals randomly selected from lists of principals supplied by the ministry or department of education in each country, province, or state involved. Only secondary, publicly funded schools were sampled. A slightly revised version of the Gallaudet University Curriculum Development Process Survey was used as the survey instrument. The instrument was mailed to 1,030 secondary school principals; on the basis of two mailings, 599 usable surveys were obtained. Eighteen hypotheses were studied using the data collected. Results indicate some confusion among school leaders on responsibilities for curriculum decisions, along with a desire to include a variety of constituencies in the processes. Teacher involvement was particularly emphasized across countries. Each group of principals acknowledged that massive curriculum development or revision was underway due to centralized mandates. The survey instrument--the Curriculum Development Process Survey--is appended. (TJH)