Presented is a governance model for in-service science teacher education which was implemented at a four-year college by a committee of classroom teachers, scientists, and county curriculum coordinators. The model accounts for three major dimensions of the curriculum development process: (1) specification of learner objectives, (2) implementation of instructional and learner activities, and (3) formative and summative evaluation. Each dimension of the curriculum development process contained three areas addressed by the governance committee: (1) tasks to be completed by subject matter specialists, (2) tasks to be completed by the governance committee as a whole, and (3) interaction or discussion of policy and curriculum development process. Details are given for the application of the governance model through a National Science Foundation funded institute at Augusta College in Georgia. (Author/CS)