This study examines one of the central aspects of the International Baccalaureate Diploma Programme: The Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia worked with the research team in order to share their perceptions, evaluation and implementation strategies of the TOK course. The case study schools demonstrated contextually varied situations, locations, histories and philosophies, which provided information on how the TOK course of study had been implemented, interpreted and adapted by particular school communities. The data arising from the four case study schools was articulated and analysed using qualitative themes. Data was also collected from two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme, across every IB school in Australia in June 2013. This data was analysed using bivariate and multivariate statistical procedures.