The purpose of this report is to describe a systematic method of presenting a concept-learning problem to grade school children. Each child is tested individually. He is introduced to the concepts of size, shape, color, number of forms, and color of border on 2 by 3 inch cards in a practice book. He is then acquainted with a classificatory rule. Subsequently, the child is shown a combination of two concepts and then of three. When he has responded correctly to these, he is presented with the concept-learning task which follows the practice problems. The concept-learning task has been very successful with fifth and sixth grade children for whom concepts of this kind are difficult. The conventions used in presenting this task may be modified to suit the requirements of a particular experiment. This system should prove useful in studies of learning in which the primary interest is the way the subject processes information during learning. (Author/KJ)