Decision-making and change models can take many forms. One researcher (Nordvall, 1982) has suggested five conceptual models for introducing change: a political model; a rational decision-making model; a social interaction decision model; the problem-solving method; and an adaptive/linkage model which is an amalgam of each of the other models. Another researcher (Pfnister, 1971) argued that institutions actually use three curricular planning models: a model in which changes are introduced incrementally; a model in which the mere presence of quality faculty and students will "cause" curricular change; and a systems planning model which considers the systemic impacts of change across the institution. An analysis and decision model resembling Nordvall's adaptive/linkage model and Pfnister's systems model was used to guide curricular changes for a Reserve Officer Training Corps summer program. The program review followed criticism by faculty and students that course sequencing was illogical. A committee of instructors, administrators and other "experts", examining key logistical, personnel, and cultural factors of the instructional environment, developed several potentially acceptable solutions, termed "courses of action" (C/A). Following extensive discussion, a final C/A was accepted for implementation and detailed program development followed. A curriculum/program assessment plan was also introduced involving feedback from supervisors and students. As a result of these program development efforts, resource demand was reduced and instruction was presented in a logical sequence. A flow-chart diagram of the curriculum change model is included. (JMC)