One response to the disappointment from the curriculum reform of the 1960's has been an increased tendency towards more teacher autonomy in determining the curriculum. Seven modes of curriculum development in terms of the role of teachers have been identified. Listed from Center to Periphery these are: Centrally Based, Locally Centrally Based, Locally Based, School Based, Teacher Based, Pupil and Teacher Based, and Pupil Based. The main thesis of this article is that teacher's autonomy is possible in any one of the modes mentioned above. Moreover, teachers who have the benefit of centrally developed materials, and perhaps centrally offered support, as well as the freedom to choose from available options, may be more powerful and more effective than teachers who are left alone to exercise full responsibility and design the whole curriculum on their own. The different modes and their operation are illustrated, using the Israeli educational system in general and the Israel High School Biology Program in particular. (Author)