This thesis investigates the nature and extent of teaching Economics to pupils aged 12-14 years in secondary schools in London and South East England. Four schools in the region are used as case studies to examine the issue of teaching Economics to younger pupils. The courses operating in these schools are examined to show their objectives, content, methods and assessment procedures. An attempt is made to evaluate their performance. The influences, pressures and constraints which affected teachers in introducing the courses are also explored. The extent to which the Economics Association and literature in the field influenced teachers in introducing the courses is a question of special interest to be examined. The results of the investigation indicate that Economics is being taught successfully to younger pupils in the four schools examined.