The paper explains how Project LIFE (Language Improvement to Facilitate Education) has applied the principles of programed instruction in developing language materials for language handicapped children, especially the hearing impaired. Early strategy decisions are said to have involved obtaining a teaching machine which would be equipped with a four button response mode for discrimination frames and which would be capable of presenting programed language to hearing impaired children visually and auditorily. In the program's second stage, specialists in language, deaf education, and systems design are reported to have developed new strategy decisions in response to observations showing that hearing impaired children react favorably to programed instruction and colored art; that some children could not associate experience and symbols; and that some of the initial programs had no predetermined objectives or set levels of difficulty and complexity. Present programing is said to include behavioral analysis of objectives, planning for student responses, designing frames that challenge but do not overwhelm the child, and structuring materials to students' emotional and cognitive developmental levels. It is explained that program revisions are now made on data obtained from an average of 10 students per program, that the Program Master provides immediate confirmation and reinforcement for each correct response, that the programs are geared to individual differences, and that the programs are being validated at many field test centers. (GW)