Many nurse educators fear involvement in curriculum development because of limited understanding of what it entails. Curricula, as etymological, epistemological, and phenomenological concepts have attracted the attention of educators for decades. Several curriculum models exist to explain curriculum decision-making, and the relationship among ideology, theory, and stakeholders. The Behavioral curriculum model reflects Western-society psychology, assuming that the environmental influences shape behaviors. Experientialism originated as open-minded theory, postulating that an experience led to creativity and helped a multiple intelligence development. Cognitive theorists analyze the curriculum through cognitive skills and acquisition of knowledge. The structure of disciplines attempts to explain the fundamental ideas about a specific subject or subjects in a discipline. Multiple stakeholders play key roles in curriculum decision-making from selection of curriculum models to implementation and evaluation. Curriculum specialists include planners, consultants, coordinators, directors, and professors. Educators are the largest group of professionals working in the realm of curriculum development. Frequently, instructors participate in curriculum planning under the supervision of a curriculum leader or other specialist. The supervisor is usually a person who works on three levels, instruction, curriculum, and staff development. Laypersons may include members of community and students. The role of members of the community has changed historically from passive to active participants in curriculum development. The curriculum pearls may help educators understand curriculum models or set a curriculum committee according to the mission and vision of an organization. In this review, the faculty will find fundamental elements connecting curriculum models, stakeholders, and nursing education.