Teachers hold complex goals when making decisions about their curriculum. In particular, the proliferation of supplemental resources means teachers negotiate both how to use the adopted curriculum and how to supplement it with additional resources. Through a study of the language teachers use, the decision-making of three elementary classrooms is brought to life. This study highlights the unique curricular decisions each teacher makes within the context of their own classroom and reveals curricular decision-making themes that emerge across the teachers' classrooms. [For the complete proceedings, see ED657822.]