The development process of an alternative to high school government courses included the elaboration of a two-semester course called Comparing Political Experiences. The discussion of a competency-based approach to instruction and learning used in this course specifies, in diagram and in theoretical terms, three phases in achieving political competencies, formulation of measurable instruction objectives, attainment of objectives, and measurement of learner achievement. Secondly, the use of competency-based instruction appropriate to program goals requires a scheme for sequencing lessons, integrating instructional objectives with procedures, and creating a specific instructional context between teacher and learner. Thirdly, the implementation draws on a variety of instructional techniques and materials, seen in a sample unit, and uniquely integrates social science concepts and inquiry skills with political decision-making and participation through the use of the school as a political learning laboratory. (KSM)