This post-doctoral study was conducted to investigate selected features of graduate schools, including graduate schools of education, and graduate programs in curriculum studies in 25 leading research universities in the United States. This document describes the unique features of each of the graduate schools in the universities in regard to enrollment, faculty and student groups, tuition rates, school programs, degrees offered, academic requirements for admission and graduation, doctoral degrees awarded, student services and housing, financial aid, library and computer facilities; features of the graduate programs in curriculum studies in regard to enrollment, name of the unit, head and/or faculty contact, graduate programs offered, entrance and degree requirements, graduate degrees awarded, goals and strengths of the graduate degrees; unique research features about each of the 25 programs in curriculum studies in regard to curriculum research, availability of research courses dealing with forms of curriculum inquiry, methods of preparing graduate students in curriculum inquiry, faculty research, research problems, and forms of curriculum inquiry employed in 1,547 doctoral dissertations published from January 1993 to June 1994. Graduate programs at the following colleges or universities were included: Boston College (Massachusetts), Cornell (New York), Harvard (Massachusetts), Indiana, Louisiana State, Michigan State, Ohio, Pennsylvania State, Purdue (Indiana), Rutgers (New Jersey), Stanford (California), Teachers College/Columbia (New York), Georgia, Illinois, Iowa, Michigan, Minnesota, North Carolina, Southern California, Texas, Virginia, Washington, Wisconsin, and Vanderbilt (Tennessee). Five appendices provide the following: (1) letters and survey questionnaires; (2) glossary of terms; (3) research questions and list of selected universities; (4) descriptions of the 25 universities, unique features of graduate schools and graduate programs in curriculum studies, graduate curriculum research, and synthesis of each of the 1,547 doctoral dissertations published from January 1993 to June 1994; and (5) author's curriculum vitae. (LL)