This study set to ascertain how relevant was Lipsky''s Framework of Street ? Level Bureaucrats and bureaucracies with regards to the implementation of The National Curriculum Statement General (Grades 10 - 12 policy for geography in five former Model ?''C'' Schools in Pietermaritzburg, South Africa. The study found out that confronted with conditions of ambiguity, limited time and in some instances meager resources geography teachers in these schools have been forced to decide on how to perform their tasks effectively. Being able to make choices on what to teach and what not to teach, how and when according to their interpretation of the NCS policy displays discretion that teachers have.