This thesis investigates the factors affecting the implementation of the Religious Education Guidelines in a sample of Catholic secondary schools in the Archdiocese of Melbourne. Data were collected by means of surveys of both principals and religious education teachers and by interview with principals in the sample schools. It is clear from the data analysis that the leadership of both principals and religious education coordinators is crucial in the guidelines implementation process, the leadership being in both the level of direct involvement with the teaching of religious education and in the curriculum development aspect. This points to inservice needs for principals and religious education coordinators as well as for religious education teachers generally. There is strong support for the suggestion that the inservice requirements of religious education teachers are best met by school based, as distinct from centrally based, programs. The need for what is being attempted through the guidelines is acknowledged, but there are some problems with the clarity of presentation of the guidelines as well as with the quality of the material resources available to support their implementation. The general level of morale of the school, the faith position of the religious education teacher and the formality of approach to religious education are all seen as affecting the degree of implementation of the guidelines, as is competition, at a Higher School Certificate level, from subjects with external examination components.