A significant measure of the gradual progress in relating social work education to the racial and ethnic communities in the United States is the development of ethnic content and materials to be incorporated into the curriculum of schools of social work. The process of incorporating ethnic curriculum content generates the process of further development and refinement of ethnic curriculum content. Thus, the development of social work curriculum in relation to social work practice in the barrio should be perceived as a process in which Chicano concerns and aspirations are institutionalized within the schools of social work. Chicano students and faculty and the Chicano community are the major sources for helping to develop such a curriculum. In attempting to show and clarify the opportunities for constructive change which are needed, 3 factors are discussed: (1) the present conditions of Chicano curriculum development, (2) the anticipated directions which future Chicano curriculum development will take, and (3) the methods and processes which are required to facilitate these anticipated directionalities. (NQ)