The purpose of this study was to determine the topics of information sought by curriculum supervisors when they are considering curriculum-related decisions. In addition, the relationships between the topics of information demands and selected background factors and psychological characteristics of the supervisors were examined. The topics of information demand were determined by recording the title of reports read by supervisors during a simulated curriculum decision-making task. It was concluded that when supervisors consider curriculum-related decisions, their information demands (1) are multidimension; (2) include the topics of general information about the subject areas of the curriculum decision, specific information about the content of the subject area, the views of the school situation held by teachers and other interest groups, resources of the schools, student ability, the strength of present curriculum offerings in areas related to curriculum decision, and information about the background of the community and community views of school issues; (3) are not completely consistent with the information needs implied by either the comprehensive/prescriptive decision model or the incremental/remedial decision model; (4) are not related to the background of the supervisors; and (5) are not related to the personality of the supervisors. (Author)