This issue of the Multi-State Consortium on Performance-Based Teacher Education (PBTE) newsletter presents an examination of Florida International University's efforts over two academic years to develop and implement performance-based curricula across all of its programs at both the undergraduate and graduate levels. Efforts were aimed at establishing programs that would be performance-based, criterion-referenced in evaluation, field directed, and characterized by multimedia-based instructional processes with high incidence of self-instructional possibilities. Articles highlight: (1) methods developed to determine module format, terminology, and instructional processes; (2) description of the General Teaching Skills Laboratory I and Human Relations Training, General Teaching Laboratory II; (3) the field experience provisions in the Dade County Public School System; (4) data collection for evaluating student progress, course analyses, student attitudes toward courses, instructors, and performance-based education in general, and to assess individual programs; (5) a systems view of the PBTE program within Florida International University and its parent State University System, as they all operate within the community of the state of Florida; and (6) philosophical and practical problems of PBTE, including the identification and assessment of competencies, utilization of faculty time, and the variability of student performance and pacing. (MJB)