The aim of this thesis was to investigate the process by which policy regarding the use of computers in the classroom was developed in a secondary school in a Victorian provincial city. It seeks to determine whether a policy determined at a State Education Department level may be redefined at a local school administrative level and the changes that may occur when that policy is implemented in the classroom. The thesis covers the years from 1983 to 1992. This was a period during which there was a Labour Party Government in Victoria for the first time in several decades. Additionally, the thesis covers a period of time when there was considerable freedom for schools to develop their own curriculum within broad guidelines provided by the Education Department. In October 1983, the Education Department of Victoria issued a Policy Document relating to the use of computers in Victorian schools. The thesis examines that document and other relevant documents issued by the Education Department over the next ten years. It also examines the decision making process in a large secondary school in a Victorian provincial city, and considers whether or not the intent of the original document was transferred through the local school bodies into the classroom. The thesis was conducted by means of critical analysis of policy documents from the Education Department, other bodies and the school in question. This analysis was set against a series of interviews with key players in the educational computing field and the curriculum committee at the school. The thesis considers models of policy development and their relationship to the implementation of policy in the school in question. It provides an historical overview of educational computing within the school and relates that to the situation in wider educational circle. The thesis concludes that, within the context of non-specific policy releases from the education department; schools were able to develop Information Technology curriculum in a variety of ways. It also concludes that due to the enthusiasm and perceived expertise of particular teachers in schools, most of that curriculum development took place in the classroom without serious challenge by other bodies within the school.