The primary needs of offenders seem to be the abilities to make appropriate decisions about their behavior and to make the decisions in appropriate social and ethical contexts. Meeting these needs should logically be the first priority of offender programs. The high priority of improving decision making need not mean that other offender needs must be ignored. Critical thinking curricula hold the greatest promise for correctional education. A suggested model instructs all offenders at the first opportunity in improved methods of problem solving. The learners who remain for subsequent classes can use their new skills in basic academic classes, vocational training, or postsecondary programs. One curriculum that fits this model is being piloted in the Correctional Service of Canada. This program is a "core" for personal development that teaches a wide variety of thinking and problem-solving techniques and then requires their application through role playing, games, and puzzles. To transfer such skills to other contexts, they should become integrated into all subsequent offender education. Vocational education particularly lends itself to problem-solving approaches, since most mechanical and electrical trades involve troubleshooting. Academic classes have limitless opportunities to include such elements. Special planning to redirect program activities is necessary. Priorities during this redirection include staff training, leadership provided by a task force, and participant follow-up. (YLB)