In the current curriculum for vocational education and training (VET), occupational health and safety training (OHS) is distributed between and integrated within other subjects and courses. With this organization of OHS training, an apparent risk is that OHS within a program may become fragmented and disorganized, not only in the policy documents but also in the daily education practice. How does this influence conceptions of the ‘good work environment’ and the ‘good worker’? Drawing on Foucault’s notions of power and subjectivity, discourse and governmentality, the study aims to explore how OHS is made intelligible within the current curriculum and syllabi for VET in upper secondary school, how notions of a ‘good work environment’ are framed and constructed and how notions of a ‘good worker’ is part of this discourse. The empirical material is the 2011 curriculum and syllabi for the upper secondary school Electricity and energy program. The study will offer an understanding of the current syllabus for OHS and knowledge about what a ‘good work environment’ and a ‘good worker’ is conceived to be within these policy documents.