The purposes of the study were to assess awareness of teachers about their professional responsibility, attitude and belief in the process of curriculum development and their actual participation. The study was conducted in six first cycle secondary schools of South Gondar Administrative Zone. There were 12 first cycle secondary schools and 588 teachers working in these schools. 175 teachers working in six sample first cycle secondary schools were used as sources of data. The data were collected through questionnaires, which consisted of both close and open ended items. The data collected through questionnaires were presented and analyzed qualitatively and quantitatively. The results of the study revealed that, teachers showed a high positive attitude towards their participation in the process of curriculum development. The study also indicated th~majority of te~chers believed that the Ethiopian curriculum development proc~ss is not teacher participatory. It also disclosed that majority of teachers believed that they have professional responsibility to participate in the process of curriculum development by giving their own justification. The study also disclosed that 58.9% of teachers like their profession where as 41.1 % of teachers dislike teaching profession by giving their own rationales.