Experiences in the development of educational software in the Netherlands have included the use of individual and team approaches, the determination of software content and how it should be presented, and the organization of the entire development process, from experimental programs to prototype to final product. Because educational software is a relatively new phenomenon in education itself, it is not easy to determine in advance the actual desires of the potential user; current production strategies are based on either an individual approach, a team approach, or a project approach. None of the educational sectors has reached the stage at which it would be profitable to publish the materials developed. Guidance tools, project management and system development methodologies, and the organization of education into macro, meso and micro levels have been developed to support software development. Working out problems has led to splitting the development process into four distinct phases: (1) describing the purpose of the program; (2) describing the functional aspects of different subsystems; (3) determining detailed pedagogical design; and (4) designing the system by which the encoding takes place. In order to stimulate the introduction of computers in education, the Dutch government has established the 5-year "Informatics Stimulation Plan"; three development centers, each one specifically aimed at a particular sector of education; 28 regional centers for education and information technology; and a clearinghouse for educational software. The need for teacher training programs to include courses illustrating the use of computers as educational aids is noted. (DJR)