This article reports a study of decision-making processes for selecting instructional materials. The project had two aims: (1) to survey research findings and practices of decision-making processes in instructional material selection in the United States and Australia; and (2) to identify the attributes of decision-making processes used to select instructional materials in educational settings in Australia through a content analysis of a sample of articles published in Australian journals. The Textbook Adoption Advisory Services agency in Connecticut is discussed for its contribution to the organization of the decision-making process as it applies to textbook selection. It is noted that there are no counterparts in Australian education to the range of institutionalized practices used in the United States to select and adopt instructional materials. A content analysis of research reports and literature published in Australian journals was then used to investigate the attributes of decision-making as perceived by the authors. Seven types of decision rules and a "stages of action cycle" were used to determine differences in decision method. It is concluded that practices used for the selection of instructional materials in Australia cannot be specified, and that those who are regarded as authorities in the area of selection have a poor appreciation of the decision-making process. Appendices include a bibliography of relevant journal articles indexed in the Australian Education Index 1975-1989, an annotated bibliography of the Australian journal articles examined, and a 33-item bibliography of books and articles that includes U.S. publications. (DB)