The purpose of this study was to compare and contrast significant features of the multiple layers of policy statements and objectives comprising the intended curriculum of a chemistry class. Levels of this curriculum include state, district, and local school science curriculum policies as well as those of curriculum developers and teacher. An additional objective was to determine the relative influence of each level upon the teacher and his subsequent implementation. Using data collected in a year-long ethnographic study of curriculum modulation within a Department of Defense Dependents Schools high school on an overseas military base, matrix was constructed to form a composite of the levels in terms of objectives, recommended instructional methodologies, theoretical perspective, and science curriculum emphasis. Preliminary findings suggest areas of inconsistency and contradiction between the levels, creating an uncoordinated system of intent. It was found that the teacher chose to ignore the outer layers of intended curriculum and implement the chemistry curriculum according to personal objectives with some input from the text and associated materials. (Author/MKR)