This paper discusses the incongruity among education's multiplicity of conflicting actors, theories, and values that affect curriculum decision-making. This discussion is divided into three major concerns: sociopolitical, professional, and student. Sociopolitical concerns include the impact of peace, war, human sexuality, environment, work and leisure time, multicultural relations, and economic class relationships on education. Professional concerns involve the dilemmas of curriculum reform, teaching methods, organizational management, decision-making, educational governance, and school-community relations. Student concerns encompass core curriculum relevancy, human capital investment, career choices and counseling, and labor market entry prognostics. That educational policymakers consider the above concerns when making decisions comprises the conclusion of this treatise. (JAM)