An application of Interpretive Structural Modeling (ISM), a computer-aided method used to assist groups in studying and analyzing complex problems, was used to develop a hierarchy of various components taught in the Teacher and Practicum Elementary (TAPE) program, a 24-semester hour undergraduate teacher training option. The ISM process breaks down TAPE course subjects into units, places them in hierarchical order on a grid, and compares corresponding items for contribution to each other. Eventually, a hierarchy relating all components to each other is generated. The ISM has several advantages: (1) It enables an instructional team to generate a preliminary hierarchy of components with a minimum of time involvement; (2) The computer logic involved often sheds light on the interrelationships of components, within an instructional system, that are not immediately obvious when groups work together intensively; (3) The product of the program spurs further creative effort and instructional integration with a minimum amount of time involvement; and (4) The hierarchy generated by the program can eliminate duplication of effort and enable planned, deliberate reinforcement of concepts throughout the program of instruction. (JMK)