This paper examines the role departmental chairs play in curriculum planning, who is chosen to lead the process, the behaviors used, and the complementary or conflicting roles played by other faculty members. Data for the analysis were drawn from interviews with 44 department chairs and 83 faculty in Carnegie classification institutions; these departments were defined as "continuously planning" departments, i.e., they engaged in regular, collaborative, and information-based curriculum planning. The study examined how chairs of such departments viewed their leadership role in curriculum; what contextual variables influence the role department chairs play; and in what kinds of situations do chairs decide to have faculty members provide curriculum leadership. Seven broad categories of self-reported leadership roles were developed from the interview data: facilitator, initiator, agenda setter, coordinator, advocate, sensor, and standard setter. The study found that department size affects the role department chairs play, especially in regard to the undergraduate curriculum when the department also offers graduate programs. Institutional type also affects the type of leadership department chairs provide, with chairs in research and doctoral institutions seeing their primary roles as facilitators and advocates. Curriculum leadership is also influenced by institutional climate that emphasizes curriculum planning, assessment, and other types of strategic planning. (Contains 14 references.) (CH)