A Personal Construct Psychology (PCP) Approach was adopted to investigate changes in teacher thinking about influences on curriculum design in early childhood care and education (ECCE) that resulted from participating in a short inservice education course. Reviews were conducted into previous research on teacher thinking and into the role of inservice education on changing teacher thinking. This study argued that Kelly's (1955) Personal Construct Psychology (PCP) provided the most useful framework for considering changes that occurred in teacher thinking about socio-ecological variables that influenced their curriculum design. Kelly's PCP was reviewed with particular emphasis on the commonality and sociality corollaries as they related to teachers' participation in an inservice course. The conceptual framework for the study was based on Sutherland's (1983) study of the impact a short parent education course had on parents' beliefs about child rearing. Major conclusions were drawn. Teachers mainly focused on children as objects of their curriculum decision making. Parents and administrators input was generally construed in terms of immediate support, but as somewhat negative. Changes in teacher thinking occurred with respect to teacher-held-theory, and how teachers' construed contextual input to decision making. Focus on children's input changed towards a more negotiated approach. Changes in constructs regarding parents' and administrators input varied. Some constructs remained the same. Changes in self perception of programming ability also varied among the groups of teachers.