This dissertation examines the processes involved in determining what the curriculum of a secondary school shall be, and in assessing the degree to which the intended objectives underpinning a defined curriculum are achieved. Evidence is drawn from original source material gathered during the Curriculum Enquiry 11-16, 1977-1983, from direct interviews with headteachers and heads of department in fifteen secondary schools visited regularly over a period of three years, March 1984 - March 1987, and from relevant documentation made available in the schools involved. The research was conducted in two phases: Phase One began with a detailed study and analysis of written responses from 291 teaching departments, questioned in 1981 about departmental aims and objectives, with a view to establishing to what extent curriculum intentions were consciously identified. It continued with a series of repeated visits to nine secondary schools, and detailed discussions on related issues with 54 teachers and 6 headteachers. Information derived from these courses was then used in a detailed survey of all the major influences on curriculum. An objective analysis was then made and written up to show the degree to which these influences could assist or hinder the process of teaching an intended curricular programme. Phase Two concentrated on a second group of 12 carefully chosen schools, which included some of the Phase One schools, where further detailed discussions were held with all the headteachers and with 48 selected heads of departments. The basis of selection of both schools and departments was one of acknowledged success, in terms of the proven high quality of work done and intentions achieved. Senior Advisers and members of H.M. Inspectorate assisted in this selection, as did the headteacher in each school. In these discussions the work of the departments was looked at carefully, and factors which the evidence showed to be particularly important in contributing to their defined success were closely examined. Following this analysis, the findings were written up, and form Chapter Twelve of the dissertation. At all stages due note was taken of a wide range of published educational literature relevant to this subject matter, and the written text contains a considerable number of references to comments made by the writers concerned. Similarly reference is made, where appropriate, to the major educational issues under discussion during the period of research, not least because such issues were directly affecting the thinking and the responses of those interviewed. The subject of this dissertation is, on the basis of the evidence gathered, certain to be a pre-eminent consideration in the five to ten year period following the major developments and upheavals in education which are current or pending at the time of submission.