This article considers curriculum ownership, contestation and the relationship between curriculum and culture through the lens of the Exploring Masculinities (EM) programme. The programme was developed in the late 1990s to meet the social and personal needs of young men. As its dissemination was being planned, it became the subject of critical attention from some high-profile journalists and certain parent bodies. This article reports on a follow-up study of a national sample of parents regarding the inclusion of EM issues on the school curriculum. It also draws on interviews with journalists who were at the centre of the related media debate. The macro curriculum issues are discussed in light of this data along with one key issue identified by parents, namely the professional competence of teachers around social and personal issues. (Contains 1 table and 12 notes.)