This study examined the theories and beliefs about learning, teaching, and curriculum held by the course developers of an undergraduate educational technology course to determine whether their espoused beliefs were evident in actual classroom practice. The curriculum represented a radical change in a course designed to provide education students an opportunity to gain basic computer skills. The study was conducted using a variety of qualitative methods: reviewing written course documentation, interviewing the five teaching assistants, and observing staff meetings and classes. In addition, Habermas' inventory of cognitive interests provided a quantitative measure of the course developers' and instructors' world views. The findings reveal that while the espoused world views of the instructors appeared to be primarily practical (that is, teachers using judgment rather than predetermined plans to guide classroom activities), the actual implementation of the curriculum reflected a predominantly technical cognitive interest (that is, teachers providing students with explicit directions and delivering instruction, with little deviation, according to a prescribed plan). (WD)