The Oregon Project focuses on the development of protocol materials as a means to bridge the gap between instructional goals and instructional strategies. Educational concepts were distilled from the goals and objectives of the teacher training division of two participating institutions. These concepts were determined as part of a needs assessment carried out at each institution. The cognitive concepts of analysis and evaluation and the affective concepts of commitment to learning and constructive sense of self were considered of the highest priority. Learner outcomes which represented these concepts were filmed. An instructional system was subsequently built around the film with a series of three films developed for each concept. An additional task involved efforts in developing a taxonomy of learner outcomes enabling the trainee to place learned concepts into an evolving conceptual system. An extensive field trial of the system was planned at several teacher training institutions; however, implementation of the evaluative plan was uncompleted during the project year. Results of existing data indicated that in their design the protocol materials did not enable students to reach the desired proficiency in concept discrimination. Recommendations suggest a close integration into existing educational programs and closer relation to previous knowledge and training programs of the students. A 35-item bibliography and appendixes are included. (Author/MJM)