This paper outlines the decision-making processes and procedures that affect curriculum and identifies the leadership role of different school personnel and the steps involved in making decisions. The following areas of curriculum planning are discussed: (1) what is to be taught to different learners and in what order; (2) what textbooks, media, and other materials are considered appropriate; (3) appropriate teaching methods for a particular set of objectives; (4) what diagnostic tools and tests are needed; (5) procedures used to measure program performance in terms of student achievement. For each of the above components the individual or group responsible for leadership is identified, possible constraining factors are listed, and support systems available are described. (JD)