This study discusses how a curriculum, based on the multiple influences of college educators, administrators, state officials, private industry and 4-year institutions, determines the kinds of knowledge available to students. Examined is the relationship between knowledge and power as inextricably linked factors in forming curriculum. The study charts the process of curriculum formation in one California community college district through an exploratory study involving interviews, observations, and document analysis. In particular, the processes of one college within the broader context of the Los Angeles Community College District and the state were explored. The following four aspects are considered in the study's discussion: (1)governmental involvement as reflected in the legislative history; (2) faculty involvement; (3) specific approval procedures; and (4) financial factors. Observations included meetings of the College Curriculum Committee, the College Academic Senate, the District Academic Senate, and the District Board of Trustees. Documents reviewed include the college curriculum approval guidelines, the state's curriculum approval manual, materials related to meetings attended, policy briefs and reports, related research, and pertinent legislation. Included in the study's scope are the effects of Title 5 and specific curriculum approval procedures. (Contains 13 references.) (AS)