This study is a secondary analysis of data from the 1995 administration of the Third International Mathematics and Science Study (TIMSS). The purpose is to compare the breadth, depth, and recurrence of the typical physics curriculum in the United States with the typical curricula in different countries and to determine whether there are associations between these three curricular constructs and physics achievement. The first data analysis consisted of descriptive statistics (means, standard deviations, and standardized scores) for each of the three curricular variables. This analysis was used to compare the curricular profile in physics of the United States with the profiles of the other countries in the sample. The second data analysis consisted of correlations relating the three curricular variables with achievement. The results show that the U.S. curriculum has low breadth, low depth, and high recurrence. The U.S. curricular profile was also unique when compared with the profiles of the other countries in the sample. The only statistically significant correlation is between achievement and depth. Depth of curriculum is the only curricular variable that is closely related to physics achievement, so the U.S. physics curriculum should add depth. It is also possible that the entire U.S. profile needs to be changed. Further study is needed in this area including more research that is empirical, studies that cover the entire curriculum rather than just single courses or disciplines, and studies comparing curricula within the United States. (Contains 3 tables.)