This 10 unit manual introduces the concepts and components of mastery learning and helps instructors organize mastery learning courses of their own. Unit I introduces mastery learning as a process involving the development and presentation of objectives, homework, formative evaluation, corrective assignments, evaluation retakes, and summative evaluation. This unit also presents Carroll's model for school learning and summarizes the first decade of mastery learning's use in the City Colleges of Chicago (CCC). Unit II studies the cognitive and affective entry characteristics of students and their affect on performance in a new learning situation. Unit III outlines the use of learning objectives in a mastery learning course and presents Bloom's and Gagne's taxonomies of student objectives. After Unit IV covers the preparation of learning objectives, Unit V describes the role and incorporation of formative evaluation in the mastery learning course. Next, Unit VI discusses the use of corrective techniques, which provide individualized instruction corresponding to learning difficulties revealed by formative evaluations. Unit VII deals with the development of retake test items to assess the impact of correctives. Unit VIII considers ways of developing summative evaluation to, for example, assign grades. Following Unit IX's discussion of CCC's Mastery Learning Project, Unit X presents a critique of mastery learning as an educational theory and teaching strategy. A bibliography and mastery learning teaching methods scale are appended. (HB)