The purposes of this investigation were: (a) to describe the processes of school based curriculum development (SBCD), and (b) to describe the factors which affected these processes. A case study using the techniques of participant observation was undertaken over a period of twenty months. Data was provided via observational, diary records, interviews, documents and surveys. The scope and level of involvement in SBCD presupposed whole school involvement. Two design processes (cycles) and the beginnings of a third were delineated. The first corresponded most closely to a Rational Planning Model (RPM) and the second, problem solving. Both cycles were 'managed' using time goals coupled to the cycle stages. At the day to day level of curriculum development process, decision making, tactics, discussion, problem solving and social interaction were important. Both process types depended heavily upon the context of the school. Time was a limiting factor to some extent, but support in the form of time and resource provision was provided from a nearby university via a 'link' person. Teachers' perceptions were that considerable professional development had taken place due to their involvement. Probably the most crucial hindrance was the practical syndrome for which criteria were established. Another important difficulty was the problem of implementation of carefully formulated plans when these plans impinge upon areas of traditional teacher autonomy. Some of the implications of SBCD in New South Wales were discussed and recommendations made for further research.