This article explores the policy and practice of choice, flexibility and differentiation within the 14-19 curriculum in England. After first locating these issues within contemporary curriculum policy it adopts a historical analysis tracing perspectives and practice since 1945. This narrative exposes complex oscillation in policy and practice in relation to curricular choice and differentiation, especially for 14-16 year olds. The paper ends by raising parallels between current and past policy and practice and suggests the need to engage in a more fundamental and informed curriculum dialogue in relation to choice, flexibility and differentiation. (Contains 1 figure.)