This research, which is the second part of a two-part study, was commissioned by the New Zealand Productivity Commission to inform their study of the future of work in New Zealand. The main research question asks, in essence: In what ways are secondary school subject-choice systems, and students' subject choices, positioned to respond to future of work trends? This is a deceptively simple question which could be addressed from multiple starting points. The following sub-questions provide more specific direction: (1) Do institutional biases in schools, including the construction and delivery of careers advice, funnel students from different backgrounds toward certain education and career pathways?; (2) Is keeping options open until the end of secondary school a good strategy to prepare for an uncertain and rapidly changing future?; (3) Does the system architecture in New Zealand schools unnecessarily limit future choices for students?; (4) Does staying in school longer open more career/further study options? Does it close any options?; (5) How much variability is there in the system between schools, and what drives variability?; and (6) In what ways do policy and regulatory settings limit flexibility in the schooling system and student choices? This second report provides additional insights gathered from focus group discussions with curriculum leaders representing a range of secondary schools. These insights allow the authors to contextualise their earlier findings, drawing on the perspectives of school leaders as they respond to these challenges in 2019 and beyond. [For the first report, see "Subject Choice for the Future of Work: Insights from Research Literature" (ED603744).]