The concept model addressed in this paper is the set of assumptions, data, and inferences used in the instructional design of concept learning. A new way of looking at concepts is presented that takes into account the declarative and metacognitive components of concept learning and use. Implications for instruction are outlined. The paper is largely a response to traditional concept teaching models that focused nearly exclusively on the procedural components of concept use. with Robert Gagne's (1985) taxonomy of learning outcomes serving as an example, it is recommended that the "intellectual skill" of concept using be re-married to the "verbal information" that makes the concept meaningful. It is noted that concepts taught in this broader way will be more likely to be used in realistic performance situations. A continuing effort needs to be made to study strategies such as simulations, scenario-based instruction, and case studies that can help concepts come alive to beginning learners. (JD)