Curriculum Committee at Royal Roads University (RRU) is mandated with ensuring that program and course curricula are of sufficient high academic integrity, consistent with other academic institutions, delivered in a manner consistent with program outcomes, and align with the recently adopted Learning and Teaching Model. Yet, the apparent simplicity of the committee's role is overshadowed by much confusion about what the committee does, how and why it does what it is intended to do and whether it is effective in fulfilling its mandate. This paper explores the role of Curriculum Committee at RRU regarding the tensions that the committee encounters fulfilling its role. It begins with an historical review of Curriculum Committee, which is followed by a look at some of the factors that influence decision-making during committee meetings. Next, it examines the tensions posed by trying to strike a balance between form, function and the context of curriculum proposals. The paper concludes with an observation that Curriculum Committee continues to evolve as it incorporates the lessons learned from ongoing self-reflection and feedback from faculty members and the broader university.