This article explores the implications of expanding content in undergraduate Social Policy. Although the problem of curriculum content is not unique to Social Policy, particular features exacerbate the issue. These include the relationship of the subject to other disciplines, and to wider political and social issues. Dominance of content is argued to limit the aims of teaching, squeezing out skills development. It also restricts the methods employed. Content dominance also contributes to the development of a deficit model of students. The article is based on data drawn from semi-structured interviews with 46 lecturers working in universities across the UK.