A four-phase process was used to develop the Maryland Plan: (1) goal-identification, (2) analysis of goal-related behavior and experiences, (3) integration of these experiences into a living-learning involvement with the industrial art curriculum content, and (4) evaluation. The plan made use of the behavioral analysis process as a technique to provide precision and consistency to the goals and projected outcomes, and for evaluation. The plan is dedicated to three basic ideas in program planning: (1) Optimum learning depends on student involvement and interaction with the study area, (2) The industrial arts laboratory needs life and reality, and (3) First-hand knowledge is essential. Under the plan the teacher is perceived as a manager of education, who inspires, encourages, and evaluates. Specific examples and charts illustrate the development and usefulness of the plan. (CD)