This dissertation presents an historical overview of the emergence of English Literature as a subject in WA secondary schools, with particular reference to its development between 1969-1984. This study aims to achieve three outcomes. Firstly, to present an historical view of how a curriculum, in this case 'English Literature', was developed. The purpose in presenting this historical view is to provide an insight for future developers of ' English Literature' curriculum, particularly, so that they can better understand how and why it was developed and what its future may be. Secondly, the period 1969-1984 is examined because it represents the period in which 'English Literature' was first taught and examined in WA upper secondary schools. It, also, represents the period in which debate and change, on both the local and international levels, impacted on the literary discourse and the pedagogy of teaching and learning across all learning areas but particularly in the 'English' domain, of which 'English Literature' is a part. The purpose in reviewing this particular era has relevance to future developers of 'English Literature' curriculum, also, because until now there has been no documented history of how the subject developed and changed over time. Thirdly, this study aims to show that, although 'English Literature' represented a substantial part of 'English' curriculum in WA secondary schools, it was perceived by the University of Western Australia, particularly, to be different, separate, powerful and influential. Because of this perception 'English Literature' was promoted as the most effective indicator of intellectual excellence in matriculation candidates and the subject most valuable to these future leaders of society. The informing frame of this study is that the domain of 'English' intends to provide a model for society while, at the same time, moulding society. It is a contention of this dissertation that ' English Literature' also reflects the concerns of society. The potential to influence society, inherent in the subject 'English Literature', is acknowledged in this study and it is suggested that even when the manner in which it is taught and examined alters, the subject endures, never the less. This dissertation concludes that the subject 'English Literature' has the potential to adapt to and reflect the society it serves, irrespective of alterations to course structure or the school curriculum.