This dissertation presents a case study of a communication course component of a real estate diploma program conducted at an institute campus of TAFE, NSW. The primary research concerns were to investigate the trainees' communicative needs and how these needs were being addressed. The methodology used is a policy analysis approach, conceiving of the subject in terms of a policy cycle in which processes occur including decision-making, interacting, creating and enacting policy texts - all in relevant sites which include the real estate industry sector, the vocational education and training sector, the training provider and the trainees themselves. Drawing on a range of approaches for the critical and comprehensive analysis of policy, the case study incorporates critical discourse analysis so that policy arenas are seen as contexts of discourse. Hence, in the process critical understandings of each context and its communicative dimensions are developed. This study presents a framework consisting of the elements needed for an effective communication course. They include the context of communication, interpersonal skills, cognitive process, and language-based communication skills. The framework rests on the ethical values of respect, responsibility and honesty, which have implications by embodying an ethical approach to training and eduction. Policy processes in real estate and VET are analysed and critiqued in light of this framework. While some policy texts are compatible, such as real estate legislation aimed at developing agents' professionalism and sense of responsibility for the other, other aspects of the industry sector's culture and practices do not appear to be. Similarly VET policy, in being primarily oriented towards meeting industry's needs and in using an outcomes-based approach, can be seen as not adequately addressing its key clients' (the trainees) needs. The study illustrates that the training provider is, as a result, constrained in meeting the sector's goals.