A yearbook for the use of educators, administrators, and the lay public was developed around three broad aspects of programed instruction: its foundations in past methods, program development procedures, and current issues and problem areas. Instruction is rigorously defined as the deliberate manipulation of an individual's environment to enable him to learn to emit or engage in specified behavior under specified conditions. The historical basis of programed instruction is traced from the Socratic method and a grounding in behavioral analysis. The process of instructional programing, a discussion on behavioral analysis and sequencing, and the uses of empirical testing in all development phases are presented. A prime issue in programed instruction--what and how much shall be taught by what method--and problems facing the instructional programer are examined. The implementation of programing principles in the elementary-school project, Individually Prescribed Instruction (IPI), is evaluated to show the need for restructuring the curriculum and the instructional system to take cognizance of the principles as well as the methods of programed instruction. Reasons for past failures with teaching machines are examined. Finally, anticipated future developments in programed instruction are considered. Material on the National Society for the Study of Education is appended. (JY/MT)