The study centres on perceptions held by teachers about the curriculum needs of students in middle secondary schooling, years nine and ten, in a Victorian state secondary college. The middle years of schooling are the current focus of school reform in the State of Victoria, Australia. The factors that shape the curriculum decision-making and the learning culture of a school can be well known within that school. These factors in general can be largely without documentation with the exception of records kept within the school. In the past, practices in Australian educational reform have been bureaucratic in nature and rarely seemed to recognise the perceptions held by teachers in general. Although some provision is made for teacher responses, via electronic means it has been barely enough considering the dramatic changes expected in achieving school reform. Teachers' perceptions of the curriculum needs of adolescent students were gathered using taped interviews and a teachers' problem solving group activity. This study reveals that teachers are acutely aware of adolescent needs, but are unable to implement strategies to effect the required changes. This study highlights the need for consultation and effective, extensive and ongoing support for teachers in curriculum development relevant for today's adolescents. This research adds to the existing body of knowledge by identifying the location of teachers' knowledge and pedagogy, with respect to adolescent education.