In regular education classrooms, curriculum is prescribed by a state or local education agency. In special education programs such as inclusion or resource models, curriculum may be dictated by the regular education curriculum or by categorically-defined student learning needs. In the self-contained special education classroom, curriculum development is left to the discretion of the teacher. The classroom curriculum in such settings may be the result of numerous teacher decisions about curriculum. These decisions may be influenced by student, teacher, and contextual characteristics which impact the teacher's decision-making about development and implementation of the curriculum. Subjects were four teachers of self-contained special education classrooms serving predominantly students with educable mental retardation. Three classrooms were observed, one in each of three small school districts in North Carolina. Each class was observed for four days over an eight-week period. Teachers were interviewed on each day of observation. Students, the school principal, and the Exceptional Children Program Administrator were interviewed once. Reviews of student confidential records were conducted. Within-site and cross-site analyses were conducted on the data. The curriculum in self-contained special education classrooms was described. Student characteristics found to influence teacher decision-making in all sites were student achievement level and content of the IEP. Influential teacher characteristics common to all sites were perceptions of student abilities, needs, and interests; previous teaching experience; and the teacher's professional preparation program. Contextual characteristics present in all sites were the reference to the state curriculum, curriculum materials, and mainstreaming. Student, teacher, and contextual characteristics combined to create the teachers' decision-making schema toward both the IEP and the curriculum. Several characteristics, including the teacher's decision-making schema, were found to also have a direct influence on the curriculum. A theoretical model specific to special education was created to explain the role of student, teacher, and contextual characteristics and the teachers' decision-making schema in both JEP and curriculum development and implementation. / Ed. D.