Counselor education programs, asserts the author, typically have not lent themselves to accurate assessment. He maintains that true evaluation can be realized only when all therapeutic and instructional goals are stated in terms of performance or observable behavior. Systems analysis is viewed as offering a useful approach for redirecting and reorganizing counselor preparation programs so as to facilitate and insure that they prepare counselors who are able to effect changes in client behavior. Several working models of counselor education systems are exemplified: (1) the Stanford model; (2) the Michigan State model; and (3) the Microcounseling approach developed at the University of Massachusetts and Colorado State University. How to construct a behaviorally specific instructional objective is the subject of a brief digression. (TL)