This study reports on teacher curriculum decision-making and evaluates Smith's (1983) model of 'perceived decision-making space'. Frame theory has provided a framework for the conceptualization of the study and the analysis of data produced through teacher interviews. The study indicates Smith's model has considerable value as a blueprint for researchers, thereby simplifying the process of analysis and serving as a helpful aid for those uncertain of the processes involved. The model is generic in nature and can be applied to all learning areas and levels of education, thereby opening many opportunities for research for those interested in the factors which influence teacher decision-making.