Since the development of the Keating Government's national statements and profiles, during the early to mid 90s, all Australian states and territories, to a greater or lesser degree, have adopted an outcomes-based education approach to school curriculum. Drawing on the writings of the US academic, William Spady, and in opposition to the more traditional, academic and competitive model of curriculum, OBE promotes a new-age and progressive approach to teaching and learning. OBE is based on a developmental and constructivist philosophy of education and, as a result, more formal methods of teaching, competitive assessment and placing the disciplines centre stage give way to a situation where teachers "facilitate", students are described as "knowledge navigators" and dispositions and attitudes take priority over received knowledge. The paper offers an outline of Australia's adoption of OBE and argues that OBE is conceptually flawed, difficult to implement and substandard when compared to either what is termed a syllabus or a standards model of curriculum development.