Many learning, behavioural and developmental problems can limit students' abilities to respond adequately to the school's curriculum. School personnel often join with colleagues, including school psychologists, to assist students in resolving these problems. This presentation describes a model program in which school psychologists and others collaborate during a year-long university facilitated in-service program involving the study of students' responses to curriculum. A poster flow chart provides examples of the activities that involve: (1) writing anecdotes describing students' responses to curriculum; (2) learning to distinguish objective from subjective data/information; (3) identifying the recurring responses of students to curriculum; (4) applying a multiple hypotheses approach to specific responses to better understand them; (5) planning to assist students with curricular tasks and achievement; and (6) engaging in professional reading and research on the students' responses to the subjects being taught. Some benefits of studying students' responses to curriculum include: (1) learning to objectively record and interpret responses of students to curriculum and instruction; (2) learning to apply scientific methods to the study of students' responses; (3) gaining knowledge and appreciation of what students are up against as they respond to the curriculum as a developmental task; (4) perseverance in assisting students with the support and guidance of colleagues; (5) learning about the responses to curriculum and instruction across various academic subjects by all students being studied; and (6) increasing understanding of the influences of technology on students' engagement with curriculum. (Contains 4 footnotes.)