lnspired by research on communicative competence and Communicative Language Teaching (CLT) theory, the study sought to identify the extent to which syllabus and methodology at a Greek Bilingual Secondary College were communicative. Furthermore, its aim was to establish whether a relationship between syllabus and methodology exists in the teaching of Modern Greek and whether there is a link between Years 7-10 and VCE in terms of these. Data were collected mainly by using the COLT (Communicative Orientation of Language Teaching) scheme, by analysing the existing syllabus and by means of teacher surveys. The results indicated that, in fact, both syllabus and methodology were mainly not communicative in nature, although isolated, restricted and relatively insignificant samples of communicative behaviour occurred in some of the classes. Syllabus and methodology were linked since they were mainly form-focused although the fact that teachers were not aware of the syllabus suggests that this link was not achieved with conscious effort. Teachers did, also, stray from the syllabus both willingly and unwillingly. When considering syllabus and methodology, the link between Years 7-10 and VCE was rejected since the aims of the VCE are clearly communicative and meaning- focused. The role of form- focused instruction within the communicative paradigm was, also, briefly considered.