Falk, Host and Michelsen, and Huws have criticised vocational education in Australia and elsewhere for being gendered and classed, thereby not giving those students who choose to undertake this form of study the broadening of opportunities envisioned. This thesis explores the 'two track' schooling system (academic and vocational) in Australia and outlines the curriculum context in the state of Queensland. The Vocational Education and Training (VET) system provides opportunities for students to gain Certification in line with the Australia National Training Framework (ANTF). A new stream of vocational education, the Study Area Specification (SAS) in Physical Recreation (PR) recently finished its trial in Queensland schools. Currently, the Queensland Studies Authority (QSA previously known as the Queensland Board of Senior Secondary School Studies - QBSSSS) has implemented the PR. This research also highlights the key research in the area of physical education and VET internationally and in Australia, as well as the research done on masculinities and curriculum evaluation. The analysis of the data involves a survey analysis and interpretive and discourse analyses. A survey analysis assists in the coding and calculating of the numerical information of the quantitative data. An interpretive analysis helps in the classification of the data into key themes surrounding the status of PR, how learning was approached and valued, vocationalism, masculinities, and life pathways. The discourses within these themes that position both teachers and students in particular power relationships are deconstructed using Foucault's techniques of power. The author concludes that these discourses (re)produced within the subject marginalise the majority of PR students and teachers. Thus, the PR document fails to provide the life chances claimed by its rhetoric.