This purpose of this study was to determine Iowa family and consumer sciences secondary teachers' perceptions of their curriculum resulting from the implementation of the 1989 state legislation regarding vocational education requirements for public secondary schools. A stratified random sample of 152 teachers was selected from a population of 407 family and consumer sciences teachers in grades 9--12 during the 1995--96 school year which yielded a response from 106 (73.6%) teachers;Perceptions were measured to determine the extent the competencies were taught, the level of importance teachers placed on them, and comparisons between the two in the nine content areas of housing and home management; food and nutrition; individual and family health; personal and family living; consumer education and resource management; textiles and clothing; child development and parenting; and leadership, job getting and job keeping, and entrepreneurship. The teachers' employment and demographic characteristics were also described;All competencies were indicated as having been taught and importance given to them. The rank order of means among the subject matter areas regarding extent taught and importance were the same: child development and parenting, personal and family living, and food and nutrition. Individual means were highest for extent taught for the individual competencies in foods and nutrition and personal and family living; for importance in the areas of foods and nutrition and child development and parenting. There was one competency, Evaluate options when choosing health care and services, that teachers taught but felt should be taught more. Teachers also indicated they most often taught the three content areas of foods and nutrition, family living and parenthood, and child development;A critical goal for the family and consumer sciences education profession is curriculum that is relevant to the lifestyle needs and interests of today's learners of all ages. Results of this study will be useful to national, state, and local curriculum revision efforts in family and consumer sciences. Such work will be necessary to respond to changes in federal and state funding for vocational education, "school-to-work" programs, and incorporating The National Standards for Family and Consumer Sciences Education.