This was a study of various aspects of technical education in Victoria in the period 1969 to 1975. It examined the reactions of teachers to the problems affecting the curriculum in junior technical schools and compared these with official policies of the Technical Schools Division of the Education Department. The study was based on and was an extension of a model used by Bates (1976) to examine secondary education in New Zealand in terms of four major problems. These problems of goal specification, integration, pattern maintenance and adaptation were found to be relevant to Victorian technical teachers and central administrators in the period studied. A major conclusion indicated that a simple, global description of the approaches to the problems of the period by those involved would be inadequate. Both teachers and administrators appeared to support progressive solutions to goal specification, integration and pattern maintenance.