This historical case study explores the 34-year history of interdisciplinary curriculum development in one public school district. Interviews with nine veteran teachers and three administrators suggest that the role of curriculum specialists and the drive for accountability and consistency are the key influences on the curriculum development process. The data related to the changing role of the district's curriculum specialists supports Schwab's (1973; 1983) vision for curriculum professors and curriculum leaders. Teachers and administrators appreciate curriculum leaders who are collaborative, innovative, and able to apply local and international ideas to curriculum development. Hargreaves, Earl, Moore, & Manning's (2001) interpretive lenses suggest that cultural, political, and post-modern perspectives illuminate this curriculum history. The school district has developed a culture of collaboration, struggles with the way state standards are presented, and suffers from the common post-modern concern with lack of time. An appendix presents a veteran curriculum developers' interview protocol. (Contains 24 references.) (Author/SM)