This paper, in presenting a view of curriculum as praxis, contends that empowerment is neither allowed nor given. Rather, it emerges as curriculum practitioners engage in a process which consciously seeks to be empowering. The view of curriculum as praxis develops from reflections of curriculum studies taught in higher education programs, and from a review of the nature of curriculum studies and its place in higher education programs at Queensland University of Technology. Implications for teaching curriculum studies within the view of curriculum as praxis are presented as a number of principles which guided the teaching of a curriculum unit in an inservice teacher education program. The guiding principles are used as a basis for telling the stories of teaching this unit from the perspectives of both the teacher educator and the inservice teachers. The paper concludes by reflecting on the experience as a possible example of empowerment through praxis and by an attempt to define empowerment in the context of teaching the unit. Appendixes provide a summary of the curriculum review; an extract from the course outline; copies of teachers' stories; and a letter seeking approval and inviting participation. (Contains approximately 35 references.) (Author/LL)