This article focuses on school curriculum documents. It specifically investigates teachers' perceptions of curriculum in the Solomon Islands context. Using a questionnaire as a means of gathering data, a sample of 35 teachers were asked to provide their perceptions about the curriculum documents for three subject areas, using criteria developed by Print (Curriculum development and design, Allen & Unwin, Sydney, 1993)--interest, authenticity, appropriateness, organization and balance, and technical quality. The analysis of the data suggests that the local curriculum documents for Social Studies have been received by teachers much more positively compared with the foreign curriculum documents in English and Mathematics. This implies that in both curriculum development work and the delivery of education, it may be preferable to contextualize the curriculum documents to suit the local context. The study has implications for curriculum development in other Pacific Island countries that were colonies of metropolitan powers and even in other small island developing states worldwide.