A study was conducted to determine the characteristics that key decision makers deem important for the curricula of Minnesota's technical institutes in the year 2000. The technical institutes in question are postsecondary institutions that offer both day school and adult extension programs. The study focused on the actual process of curriculum design and decision making rather than on the changing content of vocational education or administrative structures. A survey instrument was sent to 497 individuals from the following 10 key decision-making groups: the Minnesota State Board of Vocational-Technical Education; state board staff; technical institute directors, assistant directors, adult directors, curriculum specialists, financial aid coordinators, counselors, and instructors; and employers of technical institute graduates. Eighty-two percent of the surveys were returned. The greatest disagreement was between technical institute instructors and directors, employers and state board staff, and employers and technical institute directors. However, even the groups that disagreed the most still managed to agree 80 percent of the time. A detailed scenario for postsecondary vocational education curricula in Minnesota in the year 2000 was developed on the basis of the data obtained during the survey. The paper concludes with a scenario listing things that were deemed likely and unlikely to happen in the following areas: needs assessment, program access, articulation, program purpose, content identification, student evaluation, program format, lesson structuring, learning resources, and program evaluation. (MN)