This paper addresses the issue of defining the concept of core curriculum by first examining some of the literature on the subject, discussing why there is resistance to defining "core," citing common uses for the term "core curriculum," and exploring the historical roots of core curriculum. Next, the paper describes eight characteristics of core curriculum in general education. These characteristics provide that: (1) student needs and learning experience take precedence over subject matter; (2) courses form a coherent whole, integrated either through disciplines, themes, content, skills, ways of knowing, modes of teaching and learning, or a combination of these; (3) core courses emphasize discussion and group problem-solving; (4) learning is not restricted to the classroom; (5) core courses offer the study of many types of original materials, not only great books; (6) core course emphasize practice over subject matter in the disciplinary arts as they are applied to original sources; (7) core programs weave common elements together for common reflection and discussion; and (8) almost without exception, core curriculum involves a special program of faculty development. The paper concludes that a short simple definition of core curriculum is largely unobtainable, since the features that distinguish core curriculum show a complicated network of similarities characterized by many overlapping qualities. Contains 25 references and a list of works cited. (GLR)