This paper explains the process by which Middlesex County College (MCC) translated a taxonomy of the functions of dental x-ray technologists into a curriculum guide for its dental radiography program. After noting the limited use of taxonomies, the paper describes MCC's curriculum project during which: (1) the developing a curriculum (DACUM) process was used to involve dental professionals in identifying the major duties of a dental x-ray technologist; (2) a taxonomy of functions was developed based on these identified duties; (3) lesson guides were prepared for each step in the taxonomy and were later reviewed by radiography instructors and administrators; and (4) the final draft of the curriculum guide was prepared focusing on ll major duties, and the tasks and steps necessary to perform each. The next section explains the way in which the taxonomy of functions was translated into lesson guides, focusing on the hierarchical relationship of occupational clusters, jobs, duties, tasks, and steps; and the numbering system employed. Next, the course goal of exposing radiographs is used as an example to show the relationship among job analysis terms, the numbering system, taxonomic examples, and the writing of goals and objectives. Finally, a sample lesson guide is provided to illustrate the taxonomy-curriculum linkage. (HB)