An introduction to instructional strategies is offered. The author uses the term to refer to prescriptive rules for designing instructional events which create the learning experiences for the mastery of behavioral objectives. The intention is to familiarize the reader with properties of behavior to which instructional events must be responsive and to the properties of instructional events which make them responsive. Chapter I presents an introduction to the topics and deals with strategy prescriptions and two types of sequencing decisions. Chapter II treates the first of these sequencing decisions--contingent progressions--and provides an analysis of the relationships among behavior components Chapter III covers the other type, that of preparatory progress progressions. Also discussed are variations in: 1) the size of the unit and mode of behavior practiced, 2) the degree of prompting, and 3) the content, frequency and variety of practice. Chapter IV analyzes criterion behaviors, focusing upon learning requirements, sources of learning problems, and conditions and modes of performance. The final chapter considers the accommodation of individual differences when matching treatments with subject matter requirements and with learner requirements. (Author/PB)