This developmental study sought to determine the feasibility of utilizing computers and the limitations of computers in the curriculum development process. It focused on these steps in the curriculum development process: (1) formulation of objectives, (2) selection of content, (3) organization of content, (4) selection of learning experiences, and (5) organization of learning experiences. A computer program was written and applied to seven typical experiences. Seven criteria covering time, cost, equipment, creativity, decision making, inclusiveness and limitations were applied where appropriate. Computer input consisted of structured curriculum elements from the Industrial Arts Curriculum Project's taxonomy, educational objective levels for cognitive, affective and psychomotor behavioral objectives, and unstructured curriculum elements. Conclusions included: (1) Computers are feasible for this application, (2) They can save time and money, (3) They should not be rented or purchased for curriculum work alone, (4) They can be creative, as new curriculum elements are created by their use, and (5) The program used here did not allow high-level decisions. This Ph.D. thesis was submitted to the Ohio State University. (EM)