Using a predominantly ethnographic research methodology this thesis examines how an Aboriginal Studies unit was planned and implemented in three rural primary classrooms. Despite the wealth of history and cultural significance of the east Gippsland area, the existing curriculum was limited to colonial history and colonial interests. Also apparent was that the few attempts to introduce Aboriginal Studies had been short lived and ineffective. After comparing the progress in this area in different states, an implementation process was chosen and trialled in three non-Aboriginal, rural, Catholic primary schools. The implementation process was studied primarily using participant participation and qualitative action research techniques. However it became apparent in the early stages of the research that the implementation process was only successful if certain factors and prerequisites existed in the classroom. An outcome of the study was the identification of the factors and preconditions that enable students to develop a wider, more inclusive perspective of contemporary Australia. These were found to be the necessary ingredients for the achievement of the learning outcomes of the Aboriginal Studies curriculum. A second outcome was the identification of the elements of a successful implementation process. By documenting the curriculum change process it was possible to gain some understanding of the scope and difficulty of this process. As the study progressed however its focus moved from its initial goal of a mechanical implementation of a new curriculum topic to a process that challenged the perceptions, understanding and beliefs of the participants (including those of the researcher). What did you learn that was new? (Researcher) 'I suppose most of it was new to me really because I hadn't really had much…anything to do with Koories so even just meeting and talking them just as normal people…that was a new thing. I suppose it gave me great insight into their whole culture really, like why they are…how they are perceived as stereotyped…and how they are trying to get away from that as a whole.' (Class Teacher - Carol). This change in focus resulted in a greater understanding of the difficulty and tension that confronts curriculum innovation in this area.