Ten individuals in the Educational Technology Program at the University of Northern Colorado served as subjects for this study, which was designed to: (1) identify cognitive networks of concepts within components of a system design model for expert and novice instructional developers, and (2) determine cognitive networks of concepts between components of the model for both groups in order to examine the structure of 13 concept interactions for the instructional development process. Structures for both groups were analyzed according to median distances within and between concepts describing the analysis, design, and evaluation components of a learning system design model. Results were interpreted for distance and dispersion of experts' and novices' concept organization by determining the mean of the medians for each group and the standard deviations of the means. Findings showed experts' organization of concepts within the three components of the model to be more consistent with accepted structure of the instructional development process, and novices' structures to be more linear and less integrative in reference to the model. These results provide a framework for the theoretical interpretation of constructs underlying successful performance in instructional development. Such information can be used to guide selection, training, and assessment research of instructional developers. Attachments to this paper include a 19-item reference list, one figure, and five tables. (DJR)