Australian education policies increasingly value equity and diversity, but these policies are not necessarily implicitly supported through curriculum. This study explores the hidden curriculum in senior school Drama and Theatre Studies in the state of Victoria, through an equity audit of texts prescribed through each subject's playlists, solos, and monologues between 2001/2002 and 2019. Data were collected and analysed on the ethnicities and genders of playwrights and creators, as well as the playlists' theatre companies and theatres. The findings show that both Drama and Theatre Studies, but particularly Theatre Studies, significantly underrepresent women and culturally diverse playwrights and creators. Opportunities for change can be seen in the Drama playlists, which have achieved gender equity and are approaching equitable cultural diversity. I discuss these findings against four points of choice wherein key stakeholders might critically engage with issues of ethnicity and gender.