The purpose of this study was to investigate the implementation of curriculum policy regarding eight key learning areas in Australian Capital Territory government high schools with particular analysis concerning the arts. The study sought to identify the discrepancy between school curriculum policy and timetable allocation to the mandated curriculum areas. Analysis of time allocation to learning areas as defined by the timetable allocation of time was considered to be an appropriate method of examining curriculum practice in Australian Capital Territory government high schools. Fifteen Australian Capital Territory government high school timetables were analysed in conjunction with school curriculum documentation. Mandatory time requirements for the eight key learning areas was identified. Timetable structures were analysed in terms of allocation of time to key learning areas, pastoral care, assemblies, activities and electives. Formulae were developed in order to make comparisons between schools possible. Results indicated that disparities existed between time allocation to key learning areas within key learning areas and mandatory time (ie minimum guaranteed access time) requirements for key learning areas.