The basic philosophy of mastery learning is that all students can learn if they are provided with effective instruction and practice. Research on mastery learning has been done in many countries and at all levels of education in different subject areas, and it has repeatedly shown excellent results. This teaching and learning strategy succeeds in bringing large proportions of students to high levels of achievement with good retention and with strong motivation for learning. The three major elements in mastery learning are preparation for teaching, the instructional processes, and the evaluation of students' learning. Preparation consists of writing and sequencing program objectives and determining instructional reading levels of students. Instructional processes include stating the instructional objective explicitly, modeling the skill for the students, eliciting a replication of the model through the use of instructional directions and questions, providing immediate feedback to the students through reinforcement or corrective procedures, and planning and supervising their practice activities. The feedback and correction procedures are the most essential aspect of a mastery learning model. Evaluation for mastery learning includes formative and summative tests, although emphasis is placed on formative evaluation because constant diagnosis is made of what has been learned by the students, and correction is provided until mastery of the skill has been achieved. A 34-item checklist for designing a mastery learning program is appended as well as a bibliography of 69 references. (JD)