This article presents a review of five 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 ["Part III: Curriculum in Theory. Introductory Essay" (William H. Schubert. pp. 391-398); "Curriculum Inquiry" (William H. Schubert. Chapter 19, pp. 399-419); "Curriculum Policy Research" (Edmund C. Short. Chapter 20, pp. 420-430); "Hidden Research in Curriculum" (Robin J. Enns. Chapter 21, pp. 431-439); and "Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization" (William F. Pinar. Chapter 25, pp. 491-513)] offer comprehensive and thought-provoking overviews of the (inter)disciplinary, historical, social, and theoretical influences that have shaped issues pertaining to inquiry, theory, policy, and practice in the curriculum field. Asher organizes her review in terms of the following sets of issues: curriculum questions, the global context, and the public good; curriculum questions, postcolonialism, and capitalism; and optimizing eclecticism in curriculum inquiry. These themes reflect a synthesis of the considerations the four authors raise as well as the perspectives and approaches that inform her own inquiry into curriculum. Specifically, she considers such questions as: In what ways are the issues the four authors raise alike, congruent, or overlapping? In what ways are they different, diverging, or contradicting? What are the strengths and accomplishments on which one might build further as one inquires into curriculum? What gaps/lacunae emerge in terms of "inquiring into curriculum" as the cusp between the first and the second decade of the 21st century approaches?