Middle school curriculum development in the Netherlands is following two divergent paths, and the central government should bring about unification. This paper describes change in administrative dominance of curriculum and management of curriculum programs since 1975, analyzes outcomes, and recommends unification. After program initiation, individual schools received support from the Curriculum Development Foundation and the educational establishment. Government and local community involvement remained minimal. The government, directing the foundation to extend the experiment on a national scale, brought a shift from the school level to a national level. In 1983, a second path taken by the government involved recommendations for middle school students. Although the government initiated both paths, in theory it is only marginally concerned with the educational content. The first approach, involving schools, the foundation, and education organizations, draws topics from society into the school. The second approach, which mobilizes the community, inclines toward academic and traditional subjects. Primarily, plans have been discussed rather than changes made in content. The government should unify the two lines of development by establishing parameters in which the foundation would resume its main role and by incorporating practical application of academic subjects. (CJH)