A project to help vocational-technical teachers in the development and experimental analysis of self-instructional programs is presented. The emphasis in developing the program was on maximizing effectiveness and efficiency of program-learner interaction as measured by criterion items. These items emphasized cognitive content dealing with the knowledge, application, comprehension, and analysis levels. The criterion items also included manipulative content, emphasizing the graphic solution of kinematics problems. Relevant technical literature was reviewed, and technical experts consulted. The analytical methods and guidelines used to determine program content, to discover strengths and weaknesses, and to determine the effectiveness and efficiency of the program have proven to be effective. Conclusions include: (1) Content for self-instructional programs can be determined by identifying a domain of criterion items and selecting those items appropriate for a specified target population; and (2) The inclusion of randomly selected test items in the self-instructional program indicates to the student what is expected of him in the manner of his response to terminal criterion items. (CK)