The senior years of education in Victorian schools underwent significant changes as a result of the introduction of the new Victorian Certificate of Education in 1991. This study examines the ways in which the Victorian Certificate of Education influences: the perceived purpose of schooling at this level; the method of developing curriculum; and the discipline of drama. The study design Drama is explored, in a hypothetical situation, in order to assess the efficacy of the Victorian Curriculum and Assessment Board's Study Structure Approach to curriculum construction. Focus is placed upon the question: is it possible for the teacher to maintain ownership of the curriculum under the Victorian Certificate of Education?