Of all the uncertain problems which curriculum theorists encounter, teaching curriculum to graduate students is among the most problematic. On the one hand is the mass of knowledge and concepts about curriculum. On the other hand is the student who, more often than not, has limited experience in putting abstract ideas to practical use. If the knowledge and concepts are emphasized, the student may not understand how to make use of them. A typical graduate level curriculum course has classroom teachers, curriculum specialists, and researchers with their own particular problems in curriculum. The students need to be taught to think about their problems without getting bogged down. An approach to teaching an introductory curriculum course which takes advantage of the diversity of the students in the class and does not postpone engagement with curriculum problems involves a collaborative mode of discussion and moves from an atmosphere of permissiveness towards discipline and structure. The three phases of the course are: (1) diversity, which introduces the diverse situations in which students work and tries to put this diversity to work; (2) commonality, in which students consider a common problem situation which is introduced by the instructor; and (3) consolidation, in which students reflect on what has taken place and go back to work, individually or in small groups, on their own problem situations. (CJ)