The purpose of this study is to clarify the limitations and the problems of technological approach curriculum research and to make some applications and implications of ethnography in curriculum research. The concept of curriculum as technology has started early in the beginning of twentieth century and has been continued through Charters and other people. The concept of curriculum as technology was reflected in Tyler`s rationale in 1949 and has influenced much on curriculum theories and practices through recent years. This systematic and quantitative approach is narrow and it limits our thought. When we approach to curriculum systematically and quantitatively, many problems follow. The curriculum researcher must free himself from his self-confining schemas. Recognizing the limitations of systematic and quantitative approach method, educators including curriculum researchers try to overcome the limitations. They see the school as a culture and try to study not only manifest curriculum but also hidden curriculum and null curriculum. They also have investigated schools and classrooms from the perspectives of both stability and change. They have focused on interactional dynamics in schools and classrooms. Ethnography in curriculum research has conducted the research according to the methods of anthropology, and overcome the limitations of technological approach and illuminated the reality of the school curriculum. Ethnography in the process of education has contributed to the research in curriculum and education, but it has been restricted by the limitation of the methodology. So it is needs for researchers to make more efforts to develop the methodology of ethnography in curriculum research. Ethnography in curriculum research will contribute to solve many present educational problems.