The aim of this thesis is to evaluate the extent to which a distinctive Christian perspective can be presented in a curriculum designed by a secular system. The evaluation is mainly limited to an examination and comparison of the documents of one Christian parent controlled school, and selected documents representing the NSW state curriculum for secondary schools. While there are several important words in the topic of the thesis, the key word is perspective. Accordingly, a significant part of the study is devoted to identifying and describing the assumptions and presuppositions of seven key aspects of the contrasting secular and Christian perspectives. These seven key areas are: knowledge; the nature of humankind; the relationship between humankind, God and knowledge; religion; the relationship between religion and curriculum; the purpose of education, particularly as it relates to formal schooling; and, whose responsibility it is for educating the child. The intentional aims and objectives of the state syllabuses and the Christian school were compared. Considering that the aims and objectives of the secular system are mandatory for all schools in NSW it was not surprising to find that the stated aims of the secular system subjects, and those of the Christian school under evaluation, were almost identical.