This study examines and describes the orientations of two Religious Education curriculum documents, being used for the development of senior secondary courses in Melbourne Catholic schools. These are the Guidelines for Religious Education for Secondary Students in the Archdiocese of Melbourne (Guidelines) (Catholic Education Office, 1984), and the Religion and Society Study Design (VCE Religion units) (VCAB, 1989), which will be part of the Victorian Certificate of Education from 1991. The study shows that these documents have differing intentions and orientations. A case study of 13 Religious Education coordinators in a range of schools in the Archdiocese of Melbourne was undertaken. The study showed that respondents were aware of the two differing orientations, but that generally they did not perceive this to be an important issue, either because they believed that they could develop Education in Faith courses from the VCE Religion units, or because they believed that opportunities for personal reflection and growth already exist within these units, or because they believed that they could provide for faith development in other courses and activities. The study shows that these three courses of action are directly linked to the approach in Religious Education taken by the individual respondent.