This paper is based on two premises. The first is that there are five conditions of readiness which determine the success or failure of educational innovations such as that of mastery learning. These are: (1) The desire to change the status quo, (2) a systematic management process, (3) effective leadership, (4) a receptive teaching staff, and (5) financial resourcefulness. The second premise is that instructional innovations, including mastery learning, will be successfully implemented and will persist only when the teaching staff, administration, board, students, and patrons work together to (1) assess student learning needs; (2) analyze existing educational goals, objectives, and instructional programs; (3) derive new goals, objectives, and programs based on needs assessment and problem analysis; (4) implement and monitor revised programs, including instructional innovations; and (5) evaluate the outcomes of instructional innovations. The assertion is also made that the lack of or the weakening of any of these conditions will lessen the chances of successful and lasting educational innovation. (Author)