Abstract
This study was designed to investigate the theory and practice of curriculum leadership within the tradition of school-based curriculum development. A case study methodology was used to evaluate the extent that teacher engagement in curriculum decision making processes within a school based structure of curriculum development had led to professional development. Evidence revealed positively that participating teachers had developed themselves professionally through the process of planning, implementing and reflecting curriculum practice and innovation. However, the complexity of the structures and processes that were established for the implementation of the concept of teacher curriculum leadership needs further empirical and theoretical work.
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