This book holds that the learner does not progress by blindly mastering a series of isolated behaviors, fitting them together into a functional whole, as most schools and teachers conceptualize using behavioral objectives. Rather, the learner attempts to perform the larger behavior, identifies his shortcomings, and shapes his deficiencies within the framework of the larger performance. Some of the problems involved in implementing such a behavioral focus are explored, and a plan for a transitional curriculum, where teacher and learners can adjust to a functional, behavior-based curriculum, is developed. Part one presents a rationale for the curriculum, describing the behavioral position. The second part identifies behaviors needed by a learner in today's society, while the third part identifies some key pitfalls in the change process and presents some guidelines for effective implementation. (Author/SH)