The problem of this study was to determine some similarities and differences in selected Tennessee elementary principals' perceived allocation and ideal allocation of time for curriculum related activities. A questionnaire, consisting of the most prevalent curriculum activities, was developed and mailed to a randomly selected sample of 300 elementary principals. The t-Test was utilized to determine differences between perceived allocation of time and ideal allocation of time. Differences were determined for the four stages of curriculum related activities of studying, planning, implementing, and evaluating. Significant differences were found in perceived allocation of time and ideal allocation of time by principals for curriculum related activities. The respondents indicated a significant difference in perceived allocation of time and ideal allocation of time for each of the four curriculum phases of studying, planning, implementing, and evaluating. Significant differences were also recorded for perceived allocation of time between female and male principals, between female and male principals in the studying phase, between female and male principals in the implementing phase, and for ideal allocation of time between female and male principals in the implementing phase. In each case female principals indicated they spent more time and should spend more time than male principals on perceived allocation of time and ideal allocation of time in each phase of curriculum related activities. Certain conclusions were based on the findings in this study. It was concluded that principals feel more time should be spent for curriculum related activities. Principals believe more time should be spent in the studying, planning, implementing, and evaluating phases of curriculum related activities. Female and male principals disagreed on the amount of time spent and the amount of time that should be spent on curriculum related activities. The gender of the principal influences the amount of time spent in the studying and implementing phases of curriculum related activities. Several factors that did not have any influence on the amount of time spent or should be spent on curriculum related activities were the type of school system and the size of the school in which the principal was employed and the number of years since the principal had taken a graduate curriculum course.