In this article, the author describes a new instructional design model and how it was applied to an educational planning and evaluation graduate class. The model is known as the "Isman model" and is described a five-step systematic planning process: (1) input; (2) process; (3) output; (4) feedback; and (5) learning. This process can be used to plan a variety of instructional approaches, ranging from teacher lectures to hands-on student-centered activities. As a result of using this process, teachers should be able to develop effective instruction and in turn help the students learn more and be more motivated to join class activities. The purpose of this study is to determine whether instructional activities designed using the Isman model have a greater impact on academic achievement than those designed using a traditional method. The population under investigation included one hundred graduate students taking "Educational Planning and Evaluation" course at college of education at Eastern Mediterranean University in North Cyprus during the 2002-2003 school year. Two groups, each made up of 50 graduate students were matched on the same background. The Isman instructional design model was used to design the instruction for the experimental group; the instruction for the control group was designed using a traditional instructional model. Two multiple choice tests were used for midterm and final exams to analyze students' achievement in both the control and experimental groups. A t-test was used to analyze academic differences between the control group and experimental group. According to the t-test results, the experimental group's test scores showed significantly higher academic achievement than the control group, indicating that the Isman instructional model was successfully implemented and effective in increasing academic achievement.