In this chapter, the focus is on students as co-authors of curriculum events in differing classroom contexts. The purpose of the chapter is to shed light on the pedagogical implications of a standards-based curriculum in relation to those groups of actors in the school system who are at the centre of all educational efforts and whose broad intellectual, personal and social development the curriculum ultimately addresses. The primary questions in this chapter are how the students’ role as co-authors can be understood and what this role means in educational processes when the standards-based curriculum, intending to enable equal conditions for teaching and learning, is enacted in different kinds of classrooms. Theoretically, the chapter is located at the interface where pedagogy, curriculum and bildungs-oriented Didaktik meet. A conceptual apparatus that mainly builds upon Klafki’s critical-constructive Didaktik provides the theoretical framework through which the students’ role can be illuminated and its pedagogical implications explored and problematised. Empirically, the chapter draws upon data collected in two different learning environments – a high-performing and a lower performing one – and the empirical examples illustrate how the students’ role becomes limited in different ways in the two classrooms, having pedagogical implications for the equity as well as the democracy task of education.