The Catholic Church in Ireland is Patron of over 92% of national primary schools. In the context of postmodern, pluralist Irish society, this situation is becoming ever more challenging, ever more unsustainable and ever more untenable. This thesis examines the implications - both practical and moral - of the multi-faith, multi-cultural and increasingly secular context of Irish society for the Catholic Church’s control and management of the Irish primary school sector. Drawing on the theoretical framework of the concept of authenticity, the work proposes a renewed conception of authentic Catholic education for contemporary Ireland. At the outset, the enterprise of Catholic education in Ireland is located in relation to the social and political environment in which Catholic primary schools developed and the contemporary cultural and political climate in which they now operate. Then, through an analysis of the literature on Catholic education in general, and the official documents of the Magisterium in particular, the research draws out the commended principles, defining characteristics and philosophical underpinnings of Catholic education in the modern world. It attempts to articulate an authentic understanding, for postmodern society, of three key constructs of Catholic education viz. - evangelisation, commitment to the common good and the relationship between faith and culture. In presenting a clear picture of the authentic principles of Catholic education, the thesis ultimately proposes a model of transforming Catholic primary school for contemporary Irish society. The espoused model is based on a fundamental expression of Catholic values but is explored in terms of how the model may interface authentically with crucial socio-cultural issues facing Catholic education in Ireland today, particularly in relation to school ethos, admissions policy, curriculum content and staff appointments. It is argued that the Catholic Church must respond to the challenges of postmodern society in ways which serve both the Catholic school community and the wider Irish society rather than out of a concern for control or self-preservation. A key conclusion of the work is that the lack of alternative school places, along with Catholic education’s fundamental commitment to the common good, make it imperative that non-Catholic pupils can secure places in Catholic schools on an equal footing with their Catholic neighbours. It is argued that this does not mean abandoning core Catholic principles but rather is an example of where social context and authentic Catholic school identity actually meet. A further conclusion of the work is that maintaining the status quo in Irish primary education is no longer an option. It is argued that the Catholic Church must acknowledge the difficulties resulting from its majority control of the primary school system and must move beyond a rhetoric of plurality of patronage to actively address the urgent need for a diversity of school types to serve the needs of a religiously and culturally diverse Irish society. Ultimately, the thesis concludes that the Catholic Church in Ireland must consider radical proposals for changes to its control, management and running of Catholic primary schools as to neglect to do so would be the very antithesis of authenticity.