The state of the art of behavioral instruction and examples of successful implementation of behaviorally-based college teaching are provided in this book. In Chapter 1, the Personalized System of Instruction (PSI) is covered, including a discussion of the problems inherent in traditional teaching methods that led to the development of personalized instruction, a summary of the theoretical and empirical basis for the changes in traditional instruction, basic features of PSI, and the selection and use of the two most common kinds of proctors. Chapter 2 focuses on five other major behaviorally-based systems of college teaching: Ferster's interview technique; Michael's group-instructed, remediation system; Johnston and Pennypacker's individualized strategy for increasing oral fluency and minimizing errors; Malott's daily quiz, group-paced system for instructing very large classes; and Lloyd's behavioral menu, contingency-managed system for training a wide diversity of student performances. The third chapter is devoted to the management and grading of a behavioral course, with special emphasis on the basic PSI course and the interview technique. The major focus of Chapters 4 and 5 is on the large amount of diverse data collected in behavioral courses, including student evaluations of courses, student performance, and assessments of the relative importance of each of the many components that have been implemented in behavioral instruction courses. Throughout, methodological problems in researching behavioral instruction are analyzed when appropriate. In Chapter 6, extensions of behavioral instruction to noncollege populations and objectives are examined, and future directions for research are suggested. Bibliographies are provided for each chapter. (LBH)