Although every student has a right to expect well informed teachers, many college biology instructors cannot keep up with the new findings in their own and related fields. This model program shows a technique demanding continuing faculty education and greater participation by the student in the educative process. Being comprehensive, the model also emphasizes intellectual and professional development of the biology major through a sequence of courses leading to completely independent work. Although it is designed for small colleges, the model may be adapted to larger and more complex schools. The main feature of the plan is that the upper division students help their younger classmates, thus giving the faculty added study time. Both students and teachers benefit from this arrangement--the students by the added responsibility and the teachers by having time to update their knowledge and to pursue their specialties. Some biologists have felt that the undergraduates need more supervision than this program provides, but College of Wooster has not found this to be so. Since the teacher is not involved in preparing and giving lectures, his time can be spent in preparing suitable materials in the new techniques of instruction. These materials can then be used by the teaching students. (HH)