The relationship between the content and the context of curriculum was explored by applying basic concepts and approaches from the fields of policy analysis and organization theory. A chronology of the policy formation stage in which the University of Iowa developed its recommendations for curriculum revision is presented. The format indicates major problems considered, key participants, decisions reached, and external contributing influences. An analysis of the participants in the process, their backgrounds, experience, theories of curriculum, the changes actually recommended, and their impact in redistributing advantages and disadvantages among departments is included. Findings suggest that in the stage of curriculum formulation, goals appear to have limited influence upon policy recommendations. Decisions on goals seem to be avoided, and agreement is focused on procedures. However, the third phase of curriculum policy-making, that of adoption, may address the question of goals. It is concluded that the application of a policy analysis model facilitates analysis of sequence and timing in the relationship between theory and design in curriculum, and it provides a useful framework for examining the relationship between the content and context of curriculum. (SW)