This paper deals with a case study of secondary curriculum diversification as a vocationalization strategy in Sierra Leone. It explores diversification issues from four crucial standpoints that are distinct but highly interrelated. First, diversification is dealt with as a policy that was adopted and actively pursued by Sierra Leone for over a decade, but that has now acquired something of a "latent policy" status. Second, diversification is examined as a major project designed and implemented under the first and second Sierra Leone Government/International Development Agency Education Projects. Third, diversification is dealt with as an on-going practice that has always existed and continues to exist in a multiplicity of forms throughout Sierra Leone's education system. Finally, diversification is re-examined as a crucial educational goal that is intimately linked to national development aspiration and that therefore needs to be pursued relentlessly, though not necessarily through high-profile, high-cost projects. An important contention of the paper is that failure to distinguish between different senses of diversification (as policy, project, or practice) as well as a poor understanding of the links between these different senses, often lead to false judgments, undue pessimism, and premature disillusionment with curriculum diversification. (YLB)