This study was designed to establish the administrative contexts in which curricular decisions are made about drug education in state primary schools in the western metropolitan region of Melbourne. One hundred and four state primary school principals were sent a survey consisting of 12 questions. Eighty four schools returned the survey. The results indicated that 26 schools conduct drug education. Fifty eight schools do not. Of the 26 schools who made decisions to conduct drug education, 14 made routine decisions and 12 made reflective decisions. School councils, principals, parents and community attitudes acted as official and unofficial agents of curricular respectability and were powerful influences in schools deciding not to introduce drug education. The main reason for not introducing drug education is that there is no perceived need. This study reveals that the contexts in which some schools are making decisions about drug education are leading some schools to adopt counterproductive approaches to drug education.