A study examined the decision-making stage in the curriculum development process in vocational programs throughout Australia. Data were collected from interviews from a network of persons currently involved in curriculum development and case studies of the curriculum development process in action at 16 vocational schools throughout Australia. Although information on curriculum options was found to exist within the Technical and Further Education (TAFE) agencies, biases and knowledge gaps were discernible in the case studies. Although many curriculum decisions are predetermined by outside factors, such as industrial award agreements, it appeared that other decisions were being made without proper assessment of the options available. Particular confusion existed on issues such as the use of modules, self-pacing, and mastery learning. There was a very uneven awareness of entry and exit issues, articulation, and flexibility of testing; and the options of distance education and degrees of individualization were virtually neglected. Thus, the data indicate that curriculum developers, especially the less experienced ones, need a better grounding in curriculum issues and the curriculum options open to them. At least some curriculum developers need more guidance and more confidence in the art of choosing which data are needed to make more effective decisions. Little guidance in anticipating or dealing with the hidden forces of the curriculum process currently exists. (The instrument used in interviewing curriculum developers is appended, and 71 references are listed.) (MN)