This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi-structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic- and higher-level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a "readiness climate" at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under-researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia. (Contains 1 figure.)