An examination is conducted of a 2-year case study of teacher, principal, and community involvement in curriculum planning in a school district. In particular, participants' expectations, satisfaction, and attitudes toward curriculum planning and the relationship of these variables to the resulting process and product are discussed. Relevant literature is also reviewed. The study was carried out in one large midwest suburban district consisting of 5,000 students and 750 teachers. Although teachers and administrators differed significantly in their attitudes towrd the district curriculum, no significant difference was found between the two groups in their perception of the curriculum documentation product. Differences between expected participatory roles and reported satisfaction with these roles after participation were found to depend upon the actual roles participants assumed and the extent to which they were involved in the process. (36 references) (SI)