This study constitutes an examination of the formation and implementation of a visual arts curriculum policy in a Victorian Catholic Girls School, between 1989 and 1993. This enquiry has been conducted in order to: reveal the ways people involved in the construction of visual arts curriculum have exerted an influence on the dynamic structure of visual arts policy formation and implementation; reflect on aspects of visual arts curriculum which may be perceived to empower or disempower participating people; reveal possible tensions and conflicting interests which may have been operating as part of the visual arts curriculum process; identify from the perceptions of school personnel the way in which art education policy was 'lived' out in the classroom. Questions to be explored and statements of the theories to be used as a basis for interpretation of data are provided. A background for the study is presented. The historical context of the visual arts at Catholic Ladies College is mapped, along with broader state policies and practices which have influenced visual arts curriculum provision. Theories and literature which inform this study are examined, including Anthony Gidden's Theory of Structuration which presents a broad sociological basis for examining the structure of institutions and their dialectical relationship with people and Raymond Williams' historical and sociological model for the study of culture. Following the collection of data from interviews and questionnaires, perceptions people had of the visual arts curriculum process are documented. Data is interpreted in the light of Giddens' Theory of Structuration and Williams' concepts for the interpretation of culture. In conclusion, recommendations are made, including the value of student art exhibitions as a significant constituting element in visual arts curriculum formation and implementation.