This study compared how five clinical teachers, when given no formal template, visually mapped a life support programme. The aim was to compare teacher‟s interpretations of the operationalization of short, standardized and extremely prescriptive programmes. The „teachers‟ were doctors enrolled in a Clinical Education course at Newcastle University. Five maps were compared looking at orientation, curricular design and gaps. Theoretically, there should be little room for interpretation as content is explicit, assessment is set and teaching materials provided. Comparison of the maps demonstratedstriking variations in the interpretation and mechanics of the teaching process and the basic tenets of curriculum theories. Three main themes emerged -theoretical approach, assessment and evaluation. Exemplified is the complexity of mapping a simple, structured programme and supports the need to further investigate large, complex programmes if a functional map and communication tool is to be created.