This article presents a review of three chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Reenvisioning the Progressive Tradition in Curriculum" (David T. Hansen, Rodino F. Anderson, Jeffrey Frank, Kiera Nieuwejaar. Chapter 22, pp. 440-459); "What Schools Teach: A Social History of the American Curriculum Since 1950" (Barry M. Franklin, Carla C. Johnson. Chapter 23, pp. 460-477); and "Curriculum Development in Historical Perspective" (J. Wesley Null. Chapter 24, pp. 478-490)] address progressive reforms in curriculum, albeit from very different vantage points, dictated by the disciplinary lenses employed by the authors. What resonates throughout the readings are three themes: the difficulty of defining progressive education--its philosophy, curriculum, and practice; the influence of social, political, and economic forces that drive the curriculum; and finally, the lasting effects of the progressive impetus in educational reform. The first section of this review provides a summary and analysis of the three chapters. The second section provides an autobiographical reflection on the issues raised by the chapters. Consistent with feminist autobiography (Grumet, 1988; Miller, 2005) and the regressive (past), analytic (present), and progressive (future) aspects of what Pinar (2004) calls "currere," the conclusion relates Semel's own experiences as a teacher, professor of education, and scholar to the history of curriculum. (Contains 4 notes.)