During summer 1986, the Department of Student Affairs at Florida Community College at Jacksonville adopted a model of student learning and development focused on the theoretical elements that contribute to a holistic view of the ways people grow, learn, and change as they mature. The outcomes-based model focuses on self-direction, including the enhancement of the capacity for self-awareness, self-responsibility, and effective problem solving; and on clear purpose, involving the process of developing appropriate educational plans and realistic and satisfying career plans. The primary theoretical foundation for the implementation model is the work of William Perry, which posits nine stages of intellectual/ethical development, organized within the following four broad categories: dualism, multiplicity, relativism, and commitment. Perry's scheme is equally applicable to the outcome of clear purpose as it is to self-direction. The first requirement of implementing the model is to operationalize the outcomes, after which implementation may be achieved by integrating the model with the planning process, reviewing and modifying existing programs and services, infusing the model into the curriculum, conducting special staff training, and developing alternative delivery systems. (EJV)