This review begins from a premise of Disney as a cultural curriculum. After a brief history of Disney studies, tracing the cultural analysis of Disney through the twentieth century, and drawing upon several recent literature reviews of Disney scholarship, the authors survey some of the most notable work produced in the last 10 years. They describe in detail themes emerging from two particular sites, Disney films and theme parks, which are the basis for most recent cultural analyses. Next they take the Disney curriculum into the classroom, exploring how Disney has been studied in the context of formal educational environments, and find that Disney is most often approached pedagogically in three ways: as a tool for instructional engagement, as a source for multicultural education, and as a medium for critical literacy. Finally, the authors explore potential avenues for further research that emerge from the literature and from the ontological turn in the humanities and social sciences.