Technical activity from July 1 through September 30, 1966 was concentrated on (1) completion of materials, staff training, and implementation arrangements for the junior high guidance program, (2) development of measures for assessing student achievement of instructional objectives, and (3) design of learning units for the curriculum. This report presents the problems, procedures, and principles of developing learning units. The detailed procedures used to specify topics and learning units vary in some aspects from one type of course to another. The procedural variations are described for specific vocational, mathematics and science, social studies, and English courses. The design of learning units is a problem in selecting and arranging the elements and events of the learner's environment so that their effects include the acquisition of the desired capabilities by the learner. Eight functions which must be performed by the instructional situation are described. Unit content is organized into objective, overview, learning experiences, summary, references, learning aids, and evaluation. An example of the learning unit plans and the checklists used to survey jobs for requirements of mathematics and science skills and knowledge are given in the appendixes. Other reports are available as VT 001 392-001 397, VT 004 848, and ED 013 318. (HC)