Issues and illustrative material are presented from a project evaluating modular courses at McGill University from 1972 to 1976, with the overall intent of aiding instructors to produce instructional modules. Questions related to the nature of modular instruction at McGill, how modular instruction developed, and how it operates are examined. Thirty-two findings, interpretations, and recommendations are presented in areas of course structure, management, and organization of modules and materials. General findings include: (1) Provision of study skills or guidelines is a necessary adjunct to a modular course. (2) Early support and assistance of department heads should be obtained. (3) Assembly of learning materials into modules requires adherence to a set of principles of organization. Appendices include courses evaluated at McGill, issues in innovative instruction, and a guide for using modules. (CMV)