The intention of this study is to examine the role of art, craft, and design education in primary and secondary curricula, to outline from a personal viewpoint what is actually happening in the ACT system of education, to suggest reasons for what is happening, and to make recommendations for improving art, craft, and design education in ACT schools. The study begins by exploring definitional problems, and examines a range of views on the nature of art and design before establishing the definitions upon which the ideological framework of the study is based. The relationship between art, craft, and design is discussed, including what they have in common and where they are essentially and significantly different. It is argued that there are major misconceptions about the nature of art, craft, and design and their role in education at primary and secondary level, and there are perceptual barriers which inhibit the ability of educators and the community to overcome these misconceptions. They include: The failure of the majority of art, craft, and design educators, at all levels, both to define their terms and to develop and articulate a defensible philosophy which demonstrates the importance of these areas of education to our community and to our culture and The failure of the majority of educators outside these specialist areas but in positions which require them to make or influence decisions which shape the educational experiences, values, and future lives of children in their care, to inform themselves about the role of art, craft, and design in education, or to seek and act on informed advice. Supported by visual material, a justification for art, craft, and design in the curricula of schools is based on ways in which we learn to understand the world by interpreting information obtained through the senses, forming concepts, and expressing and communicating ideas, thoughts, and feelings in various forms of communication including visual representations. The way we interpret information is influenced by our environment, learning, and experiences. The study outlines the structure of the ACT system of education, and discusses possibilities and limitations for art, craft, and design education in schools within this context. Uninformed perceptions are identified as a major barrier to change. A proposal for long term in-service in art, craft, and design education for primary and secondary teachers is discussed. The proposal is based on a holistic approach, with courses grouped as related but independent units, each capable of further division into modules. When developed the in-service proposal was a response to perceived needs at both primary and secondary levels of education, current educational values, existing economic restraints, and existing resources. The progress of the proposal is traced from its inception in 1977 to its demise in 1983. The study concludes by reflecting on major issues, proposing the need for informed and powerful leadership, and offering a wide range of recommendations for future action.