Klein's conceptual framework of curriculum decision making is applied to the site-based decision making process in a suburban California school district. The model is composed of two interacting dimensions: participants at different levels and curriculum elements. Three levels of decision making--formal, institutional, and instructional--are examined in conjunction with curriculum elements. The triangularized methodology includes observation, document analysis, and interviews with seven administrators and seven teachers. Findings indicate that the context of curriculum decision making is dominated by the state curriculum framework at all three participatory levels. The dominance and acceptance of the state's role and district reinforcement tended to preclude teacher empowerment. Teachers cited lack of time as the major barrier to effective decision making. They generally had limited control over most of the nine curriculum elements, but expressed satisfaction with their roles. A final recommendation is that faculty at the instructional level must have the necessary skills and resources to implement change in curriculum design and development. Figures illustrate the hierarchy of the decision making process and of goals and objectives, and Klein's framework of decision making. (21 references) (LMI)