This report describes a process which assists the education planner in specifying strategies of instruction. The purpose of this process is to make the judgment of the planner an integral part of the design process. This is done by externalizing the planner's judgments as to what constitutes effective instruction and translating these judgments into terms that can guide system design. The process of specifying strategies of instruction comprises two steps establishing policy and specifying strategy. Explicit statement of policies, typifying goals, adjustment to student differences and scheduling guide the specifications of instructional strategies. In order to specify strategy, detailed attention must be given to the process, strategy questions, program output and the effects on system design. The purpose of this decision process is to make the judgment of the planner as to what constitutes effective instruction an integral part of the design process. It permits the planner to characterize any teaching methods he will like to use in terms that guide instructional system design. (MJM)