A review of research on instructional methods at community colleges since 1970 is presented. Studies of individualized instruction, programmed instruction and computer application, media approaches, affective approaches, student-faculty interaction and learning outcomes, and peer tutoring are discussed. Positive impacts of the various methods are reported; however, only a small percentage of the literature is said to deal with instruction and much of this lacks empirical data. It is concluded that change is developmental and a consequence of such interacting factors as instructor, instructional arrangement, and student's personality and prior educational experience; that a diversity of instructional approaches should be used in community colleges; that a set of basic categories should be constructed to aid instructors in deciding what instructional methods to adopt; and that a basic instructional model should be designed. It is felt that the basic model should involve clearly articulated objectives, course content broken-up into relatively small information task units, task units arranged in sequence to maintain course continuity, supports within task units to predispose success in dealing with presented information, frequent feedback on performance, and review tests to clarify how course objectives can be met. An extensive bibliography is appended. (TR)