The theme of this thesis is the development and character of the curriculum reform movement in Victoria in the late 1960's and early 1970's. Its general character is described, and its underlying structure as an emergence and redefinition of pupil individualism and teacher professionalism are analyzed. The development of a particular school, Paisley High School, established in this period is described as having its own characteristics but at the same time as symbolic of the movement. The reform movement is shown to have the strengths of individualism and teacher responsibility and the weaknesses of lack of structure. A conflict between the expectations of Paisley High School parents and those of the reform movement is also indicated. While the movement did not achieve all of its objectives its successes are indicated.