The elements of planned change outlined in this article, while directed toward a student personnel program, may also prove useful if applied to other aspects of the college program. One useful scheme for thinking about change describes it as a level or phase of behavior within an institutional setting, not as a static "habit" or "custom," but as a dynamic balance of the institution. Driving forces or those raising the level of production are listed. Those tending to lower the level of production are also given. When these forces balance each other a level of production is established which is a quasi-stationary equilibrium. Change takes place when an imbalance occurs and continues until the equilibrium is achieved again. The application of this theory to student personnel work is explained through a diagram of degree of identification of student activities with institutional intellectual objectives. The three major strategies for achieving change in a given situation are: (a) increasing the driving forces, (b) decreasing the restraining forces, or (c) a combination of the two. A case illustration presents an example of a force field situation on a state university campus as an example of the use of such a model as a way of analyzing and effecting change. [Not available in hard copy due to marginal legibility of original document.] (Author/KJ)