This thesis is a report of a study of masculinity at Canberra Grammar School, a corporate boys' school. The data were collected during 1991 and 1992. The thesis questions the conventional wisdom that a school like Canberra Grammar produces a particular hegemonic masculinity. Indeed, it identifies the production of a hierarchy of exalted, multiple masculinities. There were limitations to what could be investigated in this study, as well as to how it could be investigated. However, the ideas and work of several people were blended in order to provide a way into the questions of masculinity in this school. This eclectic approach drew upon the literature of Popkewitz, Lather, and Parlett and Hamilton, who called for narrative descriptions and interpretation, as well as Beare, Caldwell and Millikan, whose framework of school culture, albeit modified, provided very rich information. This method resulted in an emphasis on what was observed and read within the school, rather than on what might have been heard, but, nevertheless, a great deal of relevant and useful data were generated. The data were then interpreted with the help of questions and insights formed by immersion in the literature on masculinity and schools, particularly that of corporate boys' schools. It was possible to identify multiple masculinities in the school, and arrange them into a hierarchy based on the degree to which each of them was exalted. These masculinities were fluid and the hierarchy was dynamic. During the time of the study greatest support was for "the man as scholar", "the sportsman" and "the man as leader", three notions of masculinity traditionally associated with these schools. There was also considerable support for the notion of "the sensitive man", a notion that has been promoted in schools like this for many years, but which draws upon traits and qualities less traditionally associated with these schools. One area of fluidity was an official move by the school's leaders towards the notion of "the person", rather than the man. Contestation was evident as changes occurred within this hierarchy, as well as within the notions themselves. These findings are significant for several reasons. Firstly, they challenge the conventional wisdom about corporate boys' schools. Secondly, for those working in this school and schools like it who are searching for ways to bring about different gender and social relations, the findings offer an encouraging, optimistic picture of what this school is trying to do. The findings also identify those within the school who might support or oppose counterhegemonic practice, as well as areas of the school's culture that should be targeted in the future. Thirdly, for those wanting to find out about notions of maculinity in these schools, they show that the method used here can be very productive, despite its limitations. The first chapter of this thesis explains the reasons for this study in more detail, and the second chapter describes and accounts for the nature of the study. The main body of the thesis is in Chapters Three, Four and Five, where findings about the school's setting, curriculum and rituals are described and interpreted. The thesis concludes with a chapter containing reflections on the reasons for this study, as well as possible ways forward for those wishing to investigate questions of masculinity in corporate boys' schools in the future.