Abstract
With the expectation of ensuring greater learner autonomy and more effectively meeting the learning needs of both "students" and "teacher", participants in Murdoch University's 1996 and 1997 Tertiary Teaching Course were required to negotiate their own curriculum. In each year a different process was followed in negotiating the curriculum and in dealing with the curriculum that had been negotiated. This paper begins with a description of the rationale behind the decision to negotiate the curriculum. It then describes the curriculum development process used in 1996 and the lessons learnt from this. Finally, it presents from the perspective of the 1997 participants and of the Course facilitator, the issues and outcomes associated with the revised process of negotiation and delivery, and the lessons learnt from this process.