The position description of Curriculum Coordinator in Victorian state secondary schools generally includes the responsibility of leading and managing the implementation of whole school change. Shared decision making is much more an established expectation amongst staff in state secondary schools than it is in independent schools where executive authority is clearly the prerogative of the Principal, and the management structure has traditionally been hierarchical. In a climate of teacher disenchantment with restructuring, competitive marketing and centrally directed change, it is important that the Curriculum Coordinator is skilled in securing agreement on key curriculum decisions. This study explores the knowledge, skills and propensities employed by three practising Curriculum Coordinators in Victorian schools in Melbourne when leading the deliberations of their curriculum committees to consider the implementation of a State-mandated change. The assumption was that through reflection and narrative construction these experienced teachers would be able to identify critical issues and explore areas of their middle management position. It was felt at the outset by the author and participants that sharing of reflection would benefit both the mentor and others hereafter in curriculum management positions in State schools. These studies indicate that the Curriculum Coordinator's position is more complex. They illustrate the critical role that the Curriculum Coordinator plays in mediating, maintaining and promoting the basic principles upon which the school's curriculum is predicated. The Curriculum Coordinator's ability to retain a moral capacity in the face of mandated change is also seen to strongly influence the degree to which the organisational capacity for reform is maintained in their schools.