Purpose: The intent of the study was to determine the extent to which educational ideology influences curriculum use with Seventh-day Adventist secondary teachers in North America. The research endeavored to determine the teachers' ideological approach to education, the correlation of this preference with the teachers' acceptance and usage of prescribed curriculum materials, the extent to which teachers have concerns in each of the five cyclical tasks of curriculum development and the relationship of the problem areas to ideological preference.

Findings: Responses to the questionnaire, including the O'Neill Educational Ideology Inventory, were received from 148 randomly selected teachers in the disciplines of English, Math/Computing, Religion, Science and Social Studies. Analyses indicate that there are significant ideological preferences among teachers with "Liberalism" the most favored choice; that teacher usage of prescribed materials is not significantly greater than 50 percent; that teachers perceive a problem with the orientation and evaluation tasks in the current system of curriculum development; and that Math/computing teachers are in general more conservative and more satisfied with the curriculum development process than other teachers.

Recommendations: Recommendations for programmatic considerations are that curricularists be made aware that the majority of teachers are liberal in their educational outlook and that new materials with this approach will be more readily accepted; evaluation of materials is perceived as inadequate by a majority of teachers; that new material orientation is an area of dissatisfaction in the current system; and that teachers in different disciplines do have different responses to curriculum development problems. Further research should attempt to determine why the majority of SDA secondary teachers are not using the prescribed curriculum materials on a regular basis; why teachers are not satisfied with the orientation to new materials; and to explore more thoroughly the philosophical bases of SDA education and the full meaning of the liberal trend in teachers.