This paper presents the perceptions of 64 Australian teachers concerning school-based curriculum development (SBCD). The survey revealed that teachers were generally positive towards their participation in SBCD, both in terms of particular outcomes and overall. They viewed SBCD as beneficial for students, but were concerned about the conflicting demands on time. The more strongly a person or group was perceived to think teachers ought to participate in SBCD, the more likely their wishes were to be complied with. The most influential in this area was the principal, then other colleagues, and then nonprofessionals. Respondents' ratings of nine personal attributes in terms of the extent to which they constituted an aid or barrier to their participation in SBCD revealed that the only skill identified was that of working with others, and the only specific knowledge item was subject knowledge. Respondents indicated that organizational attributes (such as principal support and staff expertise) generally assisted them to participate in SBCD, except for the problem of available time. The study concludes that in the early days of SBCD, teachers did not feel free to develop curricula because of their initial lack of training, skills, and expertise but now their attitudes are becoming more positive. (Contains 26 references.) (JDD)