This study critically examines the curriculum framework published by the U.S. Conference of Catholic Bishops which directs the four year, eight semester course of study for religion classes taught in all U.S. Catholic high schools. By examining this framework, I identify the concepts and methodology privileged by the Roman Catholic hierarchy and evaluate their efficacy in light of current insights in postmodern curriculum development. This study traces the twelve year timeline approaching the document's publication, sociological research data which supported the USCCB’s decision to produce the Framework, and pre-Vatican II text series upon which the framework has been based. It critiques the framework against the Tradition of the Catholic Church in the U.S. from 1640 to the present, the Magisterial documents of the universal and local Church on education, and Holy Scripture. It also examines the framework against a postmodern description of the student consumers of the framework and present work in postmodern curriculum development. The study concludes with a recommendation to individual bishops and vicars of education to convene their own education councils before requiring use of the framework in their individual diocese.