Science has long been considered a core area of study in the curriculum of all secondary students. However, for many years there has been a low demand, by students, to study this subject in the post compulsory years. In order to rectify this, there have been many changes proposed, during the past 30 years, to the methods by which science is taught, and the contents of science curricula. These proposals have been investigated to determine the degree to which they are being implemented in some schools in Melbourne. Also considered are the methods by which information concerning curricula changes is disseminated to teachers. The degree to which this information is effectively and convincingly transmitted is considered. The course contents of 15 teachers at 11 schools were investigated. Also 2 teachers on secondment to the Ministry of Education and a further 2 on secondment to a School Support Centre were canvassed about their role in science curriculum development. This investigation indicates that only some of the ideas considered had been taken up and only by a few of the teachers. However, this only occurred at an informal level and little mention was made of these ideas in the official school syllabi. If these themes were being widely adopted by teachers one would expect some indication of this to become apparent in the investigation, in spite of the relatively small number of teachers sampled. In addition, one would anticipate their inclusion in science departments' official syllabi if indeed they were being considered by more that a very few schools.