The purpose of this article is to examine curriculum development in the context of decentralized education governance. The results of the study show that, firstly, the legislation in effect contains provisions that make it possible for each district/region to play a role in developing curriculum tailored to the characteristics, needs and potential of each district/region. Second, diversifying and customizing curriculum content can begin with the formation of ideas and designs as well as the implementation and evaluation of the existing curriculum. Alterations made to curriculum content can range in scope from the structuring of the curriculum, the selection of essential study materials or the elaboration upon the existing standard. Third, there needs to be a change in the understanding of curriculum diversification and development. Such development should be understood as intricate work that requires professionals and experts to work together as a team to be more adequate, efficient and effective. Fourth, in terms of human resources, regional areas in Indonesia are considered to have people who are experienced in developing and customizing curriculum. Fifth, diversification of the curriculum still requires a variety of regulations to form a basis from which the development team can carry out its duties. It can be concluded that policy that facilitates the customization of the curriculum has been enacted to encourage diversity, which evolves continuously without disregarding national education goals.