This article aims to report on research that explored the role of perceptions of Directors of Religious Studies (DRSs) in Catholic secondary schools in the Hamilton Diocese, Aotearoa New Zealand (ANZ). The DRS position was established to preserve the Catholic special character of these schools after integration with the state education system with the passing of the Private Schools Conditional Integration Act of 1975. This investigation was researched using Glaser and Straus's (1967) classical grounded theory methodology to develop theory on the extent to which various aspects assist or inhibit DRSs in fostering special character in Catholic schools.