The purpose of this study was to examine the extent, to which factors in the process of decision making involved in curriculum development in Australia, have determined the quality of curriculum documents. Searches on web sites of education organisations and electronic databases of educational literature were conducted to identify source documents and research literature. Content analysis method was applied to identify evidence in written communications about factors affecting decision making in the process of curriculum development. The results showed that curriculum development is conducted at the national level and in all states and territories, except Tasmania, by a two-tiered structure of committees. Super-ordinate committees make decisions in overseeing and coordinating the work of subordinate committees, which are responsible for conceptualising curriculum. Curriculum co-construction, in which super-ordinate committees make decisions in overseeing and coordinating the work of teachers in conceptualising curriculum, forms the principal means for undertaking curriculum development in Tasmania. The results indicated that the findings of research studies, investigating the decision-making process, identify formal and informal relationships between particular groups playing crucial roles and the dynamic process of interactions between these groups, but offer few insights to improve understanding of what factors in the decision-making process influence the development of a rigorous curriculum. Policy makers and education officials, who wish to gain greater insight into particular factors influencing decision making in the process of curriculum development, could apply one of four evaluation techniques outlined in the conclusion. (Contains 1 table.)