The purpose of this study is to analyze the decision-making process of $quot;the 2+1 system$quot; curriculum development. For this purpose, I analyze a case on the process of new curriculum development under $quot;the 2+1 system$quot; on the perspective of Tyler`s model. The questions to be answered in this study are as follows: First, how can be characterized the foundation of decision-making in the curriculum development of $quot;the 2+1 system$quot;?; Second, how can be characterized the methodology and procedure of decision-making in the curriculum development of $quot;the 2+1 system$quot;? The data were collected through in-depth interviews with 20 decision-makers who participated in the curriculum development process for $quot;the 2+1 system$quot;. The major findings from the analysis, in the context of the specifics of the curriculum for $quot;the 2+1 system,$quot; indicate the following: First, despite the fact that the curriculum developed under $quot;the 2+1 system$quot; is much more clear in its direction and goals compared to previous curricular, the reason for revision did not work as a foundation for a decision-making; Second, under $quot;the 2+1 system,$quot; the curriculum was developed based upon the data from job analysis. However, the prior experiences and traditions of curriculum-developers more influence on the actual curriculum development process than the data from job analysis; Third, compared to previous curriculum development processes, the process under $quot;the 2 +1 system$quot; was much more self-regulatory and flexible. Regardless of these difference, it turns out that the flexibility of each situation in the decision-making processes is different depending upon the agendas and the degree of satisfaction with the role and power perceived by the participants.