The personalization of curriculum plays a pivotal role in supporting students in achieving their unique learning goals. In recent years, researchers have dedicated efforts to address the challenge of personalizing curriculum through diverse techniques and approaches. However, it is crucial to acknowledge the phenomenon of student forgetting, as individuals exhibit variations in limitations, backgrounds, and goals, as evidenced by studies in the field of learning sciences. This paper introduces the complex issue of fully individualizing a curriculum while considering the impact of student forgetting, presenting a comprehensive framework to tackle this problem. Moreover, we conduct two experiments to explore this issue, aiming to assess the difficulty of identifying relevant curricula within this context and uncover behavioral patterns associated with the problem. The findings from these experiments provide valuable prescriptive recommendations for educational stakeholders seeking to implement personalized approaches. Furthermore, we demonstrate the complexity of this problem, highlighting the need for our framework as an initial decision-making tool to address this challenging endeavor.