Suggestions for organizing a course in the psychology of aging are offered in this paper, based on such a course at the State University of New York College at Buffalo. Focus is on the lower-level undergraduate course that has Introductory Psychology as the sole prerequisite. Goals include: (1) to familiarize students with current research and theoretical considerations; (2) to develop the critical thinking abilities of students; (3) to develop students' appreciation of aging as part of the life process and especially as an integral part of their own future lives; (4) to provide students with the information needed to make career decisions; and (4) to consider the needs and problems of the aged in a manner that is not consistent with society's negative stereotypes of the aged and to foster positive attitudes toward aging and the aged. The course must include biological, sociological, economic, political, and anthropological aspects of aging, as well as research methodology, adult IQ, learning, memory, perceptual processes, motivation, attitudes, myths of aging, personality functioning, environmental factors, and physical and biological aspects of aging. Specific resource materials and learning experiences (such as interviews, simulation exercises, or guest lectures) are recommended. (LBH)