When the Department of Education (Dep Ed) launched K to 12 in 2012, it was to be the largest curriculum development project the department has ever embarked on in its history. Part of this project was the development of an enhanced yet decongested curriculum in Araling Panlipunan. By interviewing a number of key participants in K-12 Araling Panlipunan’s curriculum development, the researcher gained an in-depth look at the practices and factors that shaped the curriculum development process. In line with grounded theory, the constant comparative method was used to code and analyze the results of participant interviews. The results of the constant comparative method gave rise to an alternative curriculum development model for Dep Ed (a revised ADDIE model) as well as underscored the importance of curriculum presage and a clearly articulated curriculum development framework. This study emphasizes the importance of the application of curriculum theory to national curriculum development.