An analysis of the cultural and historical context in which curriculum decisions are made in Australia and a comparison with educational assumptions in the United States is the purpose of this paper. Methodology is based on personal teaching experience and observation in Australia. Seven factors are identified upon which curricular decisions in Australia are based: (1) the influence of Australian cultural homogeneity on educational beliefs; (2) the highly condensed history of curricular change; (3) incomplete reform implementation; (4) demands on curricula for job preparation; (5) tension between egalitarian and elitist beliefs; (6) current political and economic pressures; and (7) the role of curriculum scholars. In recent decades Australian schools have changed faster than have the assumptions held by most Australians about education. The Australian dilemma differs from the American one in that Americans value education for its universal, intrinsic qualities, and Australians value education for extrinsic reasons. Australian support of education is based on a narrower, utilitarian, and directly politicized viewpoint. Unlike the culturally diverse American situation, Australian institutions are less resilient to challenges. (11 references) (LMI)