This report describes the pattern of policy content in the curriculum of Canadian schools of social work and assesses career opportunities for graduates. Seven sections comprise the document. Section I describes the study. Section II defines social policy as a process and as a framework for action and cites tasks of social work education including imparting knowledge and skill in practice in social policy. Section III discusses role theory as an approach to curriculum. Charts relate the role of the social worker (as counselor, community organizer, administrator, social developer, or policy analyst) to institutional context, tasks, knowledge, analytic and interventive skills, and curriculum content. In section IV, appropriate policy related courses and requirements of undergraduate and graduate students are described and current patterns of policy teaching are examined. Section V describes current course content from selected Canadian schools. Section VI provides three models for social policy curriculum: policy education as an adjunct to clinical education; clinical education as an adjunct to policy education; and reciprocating streams, a common core of clinical and policy content. The final section examines career outlooks for graduates of social policy programs. Conclusions are that a limited knowledge of policy and administration is essential for most government positions, that presently social workers are not perceived as having the right mix of qualifications for administrative and policy positions, and that social workers have a somewhat negative image in some ministries. (KC)