This paper examines an important component of the developing field of education in emergencies: curriculum decision-making processes. The paper argues that in order to fully meet the commitment articulated by the INEE Minimum Standards to provide quality education for all, curricula decisions cannot be ignored or postponed until after a crisis has occurred. Practitioners, advocates, and policy makers in the field of education in emergencies must recognize that in order for quality education to be provided equitably, curricular decisions must not only be fully part of the remit for those organisations, agencies, or governments providing education in emergencies, but the decision-making processes must be transparent, inclusive, and participatory. The INEE Minimum Standards as they continue to be promoted, contextualised, and institutionalised, could play a crucial role in this process. (Contains 4 notes.)