The perception of knowledge as consumer goods appeared with the development of private education and reflects a marketing or consumer needs approach. The consumer-needs approach sees advantages in adapting higher education to the needs of the consumer. This article examines whether the behavioralscience curriculum (goals, scope, structure and content) in the private college in Israel is based on the approach of knowledge as consumer goods.The study used textual analysis of the curriculum and archived documents. A paradox was found in the results: The perception of knowledge as consumer goods had an impact on the wording of the stated goals and the curriculum's structure. However, the scope and contents of the curriculum were only partially affected by this approach.