We model an academic curriculum as a generator of a language of feasible study plans: prerequisites are monotone Boolean formulas in conjunctive normal form, degree requirements are credit-threshold covering constraints, and a study plan is a sequence of terms bounded by a per-term credit capacity. Within this model, we settle the complexity of the two natural planning objectives, the number of terms to a degree and the total credit load, and we isolate the structural commitment responsible for each source of hardness. Time to degree is polynomial whenever the per-term capacity is unbounded, for arbitrary disjunctive prerequisites and arbitrary electives, so disjunction never contributes to its hardness, yet it becomes strongly NP-hard as soon as capacity binds, even without any prerequisite. Load is complementary: disjunction and overlapping electives are each strongly NP-hard in isolation and their complexity does not depend on capacity, while load is polynomial on the conjunctive, mandatory fragment. The two objectives therefore have disjoint sources of hardness. We show that the delay-factor component of the standard curricular-complexity metric is a polynomially computable upper bound on time to degree, exact on the conjunctive fragment and loose elsewhere by a quantity we name the disjunctive slack, and we prove that program subsumption is coNP-complete and consensus prerequisite recovery is NP-complete. Instantiating the model on a corpus of twenty-two universities, we find that 88 percent of prerequisite-bearing courses are purely conjunctive and that capacity, not prerequisite logic, is the operative constraint on time to degree. The curriculum corpus is openly available (https://doi.org/10.5281/zenodo.22334674), and the analysis and figure-generation code accompany the paper.

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