The purpose of this study was to identify and analyze curriculum development policies and procedures used by the Army, Navy and Air Force to develop and/or to revise the subject matter for technical training courses. The scope of the study was confined to first term enlisted technical training, particularly in electronics and other technical fields in which training costs are high. A model for curriculum development in military training was developed from training-research findings and practices and consists of seven steps to curriculum development: (1) conduct system analysis, (2) develop task inventory, (3) develop a job model, (4) conduct task analysis, (5) derive training objectives, (6) develop the training program, (7) monitor the trained product and modify the training curriculum. A comparison between this model and the training development procedures used in the military services indicated need (1) for better procedures for determining the adequacy of training content and the means for improvement, (2) for detailed guidance for developing and conducting the first four steps of the model process: criteria for allocating training content to formal instruction or on-the-job learning, performance specifications for graduates, and feed back from training programs, and (3) for more opportunities for career fields in training. (CH)