A PRESENTATION WAS MADE OF THE ANALYSIS OF BEHAVIOR THAT IS REQUIRED AS A FIRST STEP IN THE PROCESS OF DEVELOPING PROCEDURES AND MATERIALS FOR "DISCOVERY LEARNING." TEACHING BY THE DISCOVERY METHOD IS DESCRIBED AS REQUIRING THAT A MINIMUM OF STRUCTURED INSTRUCTIONAL SEQUENCE BE IMPOSED TO ALLOW THE CHILD TO (1) LEARN BY DISCOVERY AND (2) LEARN TO DISCOVER. THE KINDS OF SEQUENCES THAT COULD BE USED WERE GROUPED AS (1) INDUCTIVE SEQUENCES IN WHICH A RULE WOULD BE PRESENTED BEFORE THE EXAMPLES, AND (2) TRIAL-AND-ERROR LEARNING SEQUENCES WHICH WOULD REQUIRE THAT STUDENTS DISCOVER THINGS FOR THEMSELVES. THE INCOMPATIBILITY BETWEEN THIS SELF-DISCOVERY PROCESS AND ERROR MINIMIZATION WAS ALSO DISCUSSED. CONCLUSIONS WERE (1) "LEARNING-BY-DISCOVERY" APPEARS TO INVOLVE NOT ONLY THE PROPERTIES OF INDUCTION AND ERRORFUL LEARNING, BUT ALSO INTERACTIVE EFFECTS WITH TASK PROPERTIES, AND (2) INTERESTING LEADS FOR STUDYING "LEARNING-TO-DISCOVER" MAY BE FOUND IN OPERANT ANALYSIS, COGNITIVE SIMULATION, AND STUDIES OF EXPLORATORY DRIVE. (AL)