This study explores the possibilities of using autoethnography as a means of curriculum studies and demonstrates ways in which this can be accomplished. Firstly, I discuss the meaning of autoethnography, the research focus and application, and the benefits and limits of this concept. I illustrate relevant issues and possible applications of studying curriculum through autoethnography, and discuss methods that can be employed to study curriculum through autoethnography. I then examine the restrictions on autoethnography in curriculum studies and show the ways to overcome them. Finally, I propose that those who use autoethnography as a way of curriculum studies should reflect on the relation between their own curriculum studies and practice. Through this self appraisal they can be aware of what has previously been ignored and taken for granted in curriculum studies and practice.