The study reported in this monograph, which was conducted jointly by the Australian Council for Educational Research and the Education Department of Victoria, investigated the organization and curriculum of government secondary schools in Victoria, Australia, and how those factors influence what teachers do and what views students have of the quality of their school life. Data were drawn from a survey of organizational and curriculum arrangements in secondary schools, a study of teachers and students in a sample of 53 schools, and a series of studies based on field work in a selection of schools. Overall, data sources total 8,464 students comprising the sample from the 53 schools; and 1,646 teachers, representing a response rate of approximately 65 percent. Among the findings were that teachers' job satisfaction was enhanced when there was frequent communication among staff and when they saw the curriculum as being well-coordinated. Students viewed the quality of school life more favorably when the curriculum recognized their diverse aptitudes and when the level of communication among their teachers was high. The report is presented in eight chapters with 35 tables and 71 references. The appendices contain technical notes on sampling, the school life questionnaire, and the teacher questionnaire along with 11 technical references. Copies of the three questionnaires are attached. (MLF)