As health education moves toward a conceptual approach to teaching health concepts, concerned educators are carefully evaluating appropriate educational models which could be used. The Instructional Programming Model (IPM), which is at the heart of Individually Guided Education (IGE), specifically takes into account each pupil's beginning level of performance, rate of progress, style of learning, motivational level, and other characteristics in the context of the education program of the school. Regardless of the specificity of the objectives and whether or not the same level of mastery is desired of every student, seven sequential steps are followed in implementing the model. These are (1) the setting of general educational objectives to be attained by the student population of a school; (2) the identification of the range of health education objectives that may be attainable for subgroups of the student population; (3) the assessment of each student's level of understanding, skill, or attitudinal development; (4) the setting of instructional health education objectives for each student in the unit; (5) the planning and implementing of an instructional program whereby the student attains selected health education objectives; (6) the assessment of students to determine their attainment of the objectives; and (7) the re-evaluation of a student who has failed to attain an objective. Also, curricular materials, whether developed for IGE or another instructional system, should be accurate and reliable, learnable by the particular students for whom they are prepared, teachable, and suitable in terms of cost, attractiveness, and the amount of inservice teacher education required. (DMT)