This study was designed to compile the studies conducted on curriculum development and evaluation in ESL/EFL contexts and to specify their general characteristics through content analysis. The studies were chosen in line with the inclusion criteria through which online articles and dissertations were included. No specific timeline, context or research design was set for the literature search. As a result of the review of the related literature, 86 studies were reached and analyzed in terms of their contexts, sample type and size, data collection tools, data analysis techniques. All the studies were coded through a protocol and the results were tabulated. As well as the characteristics of the studies, their findings were also analyzed through content analysis and common points were presented and interpreted. As a result of the analysis, it was revealed that the curriculum evaluation studies were more popular than the curriculum development studies. It was also found that the studies were mainly about primary and secondary levels; they mostly employed Likert-type scales; semi-structured interviews were more common; descriptive statistics were applied more frequently. Finally, common findings were detected among the studies conducted in different contexts with different grades of study. By taking the findings as the basis, some suggestions are provided for further studies.