This study reports on teacher decision-making in relation to the implementation of the Senior Physical Education Syllabus, developed by the Board of Senior Secondary School Studies. The research builds upon Smith's notion of 'perceived decision-making space' by applying 'frame theory' in the conceptualisation and data analysis of the study. The study aimed (a) to identify and interpret frames and frame factors that affected teacher decision making; (b) to determine commonalities and differences in decision-making of teachers at the two study schools, in relation to issues involved in implementation of the Syllabus; © to indicate strengths and weaknesses of the Syllabus, as perceived by teachers; and (d) to evaluate Smith's model for analysis of teacher decision-making in relation to implementation of a new syllabus. This research determined that study teachers' approaches to curriculum decision- making were similar to those identified by Smith. The learners' frame and teacher-self frame had most influence on teacher decision- making as in Smith's study. The present study indicated an additional frame, the school frame, as influencing decision-making in development of school work programs. The study also identified commonalities and differences in teacher decision-making at the two schools. A common viewpoint held by teachers was that their decision- making was restricted by a lack of in-service training and sufficient time and reflection when seeking to develop a school work program. Few differences were evident in teacher statements between the two schools; students at the school without prior experiences of a Board course in Health and Physical Education were uncertain of requirements. Therefore decision-making by teachers at this school was affected to allay students' concerns. The syllabus provided students with opportunities for a greater depth of understanding of subject matter than the previous Health and Physical Education Syllabus. The principle of 'integration' received support from teachers and assisted students in utilising higher-order cognitive processes. Concerns were expressed that inexperienced teachers would face difficulties when attempting to implement the new syllabus due to complexities in integrating 'learning in, through and about physical activity'. Smith's model provides a blueprint for researchers, simplifies the process of analysis, and aids those uncertain of the mechanical aspects involved. Being generic, it can be applied to all areas and levels of education. A possible weakness is its specific prescription of frames and frame factors.