This study reports teachers' implementation of skills objectives in the New South Wales two unit modern history syllabus, comparing the aims and philosophy of the syllabus writers (intention) with teachers' practice (reality). Research into intention is informed by interviews with syllabus committee members and analysis of the syllabus document. Investigation of classroom practice is based upon a questionnaire completed by 21 teachers in the metropolitan western area of Sydney, from a total of 18 schools, and upon a classroom project undertaken by the author in one school. A mismatch between intention and reality was evident in three areas of the curriculum: in teachers' ranking of objectives; in their selection of learning experiences and in their evaluation of students. Of these three areas, it was teachers' selection of learning experiences that was found to be most inconsistent with the intentions of the syllabus. Student centred activities utilising a wide range of skills were used with the lowest frequency, while teacher centred activities requiring a narrow range of skills were used most often. However, the teachers claimed that skills objectives were of considerable importance and utility in their day to day teaching. This claim indicates a problem of 'false clarity', wherein teachers are convinced they are implementing a curriculum innovation while their practices suggest otherwise (Fullan, 1981: 197). The mismatch between intention and reality encountered in the study suggests that the implementation of skills objectives in a senior history curriculum may be more problematic than originally envisaged by the syllabus writers. Causes for the lack of congruence are suggested. These causes included the inherent difficulty of applying specific objectives in the discipline of history, complexity and lack of clarity in the syllabus document, the abundance of historical content to be covered in the syllabus, and teachers' focus upon preparation for the final examination. These factors have been identified in previous implementation studies as constraints upon fidelity of implementation and curriculum innovation.