This dissertation examines the Office Technology curriculum, which prepares students for the secretarial field, at a community college in western Canada. The study also explores and compares the perceptions of students, instructors, employers and working secretaries regarding the role of the secretary, and looks at the influences that shape students' attitudes and beliefs about the secretarial field as they undergo secretarial training. The methodology used includes document analysis, observation, and interviews. Findings indicate that current tensions exist amongst the instructor, student, and business agendas due to discrepancies between the mechanist curriculum-as-planned and the experiential curriculum-as-lived. The study recommends that the Office Technology curriculum-as-planned be altered to reflect the demands of the modern workplace, emphasizing cognitive skills such as analyzing, evaluating, and decision-making; interpersonal skills such as conflict resolution, cooperation, and coordination; and personal management skills such as self-confidence, integrity, accountability, and adaptability. The study also recommends that the Office Technology curriculum be strengthened by extending both its length and options that are open to its students. It is further suggested that ties to the business community be augmented through implementation of cooperative education programs and professional development opportunities for college staff. Contains more than 80 references. (AS)