This paper attempts to build a model for comparative analysis of curriculum, an area which has been relatively neglected by compal rative educationists. Only a few authors made efforts to establish a relationship between school-curriculum and societal factors in the cross-national perspectives. George Bereday tries to reveal a correlation between the type of group in control of the curriculum and the kind of curriculum they formulate. In the meantime, Clyde H. Wilson, an Anthropologist, A. F. C. Wilson, a conflict theorist, and Ralph F. Goldman and his colleagues with economic perspectives develop each model. Although the models have rich implication for comparative study of curriculum, the ‘over-simplification of curriculum in the models would be pointed out as a primary shortcoming. On the other hand, the models presented by Lawrence G. Thomas and by Basil Bernstein .are much more comprehensive and suggestive. "Thomas identifies four types of schooling which is roughly equivalent to school curriculum in a sense. The four types are memorizing, training, developing intellect, and problem solving, for each of which he suggests 10~15 hypotheses on the relationship between schooling and socioeconomic variables. Bernstein who has a reputation for socio-linguistic studies proposes new concepts of classification and frame with which he divides curricula into two types namely “collection" and “integrated." The two types of curricula, he claims, are heavily associated with the power distribution and the mode of maintaining social order in a society. A common problem of the models in consideration is that they tend to see only one aspect of curriculum which consists of at least two dimensions, namely content and organization. Apparently, Bernstein’s model is concerned with the mode of curriculum organization, while others attend to the characteristics of curriculum contents. It is recommended to consider both the curriculum content and organization at the same time in constructing a model for the comparative study. Finally, an effort is made to construct a framework which focuses on the principles of selection, on the one hand, and organization, on the other hand, of educational contents to be taught and learned.