In order to define long-term curriculum trends and to understand more fully the reasons for curriculum change and continuity, course lists for six Colorado Springs school districts were compared for the years 1961-62, 1970-71, and 1976-77. In addition, confidential questionnaires were distributed to 108 administrators and teachers in the six districts. Replies were received from 96 of these. Composite tables of the changes that have occurred since 1961-62 reveal course proliferation at both the junior high and high school levels. Nonacademic courses show a much greater percentage increase than do academic ones. This concrete information, coupled with the more subjective data received in response to the questionnaires, suggests that in most districts there is no central guiding principle or administrative mechanism to regulate effectively the addition of new courses in terms of the relationship that they bear to existing courses and, hence, to the districts' overall educational plan. Some guidelines are suggested for concerned teachers and administrators who may be interested in arresting the trend toward proliferation. (Author/MLF)