Because opportunities for active social roles are essential for adolescents to develop into socially responsible and competent adults, it seemed logical to devise a high school curriculum in which result-oriented investigation of real problems by the students plays a major part. To this end, a conference addressed itself to formulating the meaning of such an approach at the secondary level, planning bridges to other learning modes and to particular disciplinary studies, considering strategies suitable to work within the organizational structure of the secondary school, finding an equitable allocation of resources among disciplines, discussing undergraduate and graduate teacher training experiences, and examining potential issues in evaluation of this approach. Participants were drawn from various curriculum projects, from teacher training programs, and from the ranks of skilled teachers and supervisors. Topics covered included the following: the urgency for a problem-solving approach in education; delineation of a comprehensive problem-solving-based curriculum for secondary schools; an overview of suggestions for curriculum development; implementation and assessment; and recommendations for action by school and community groups. An appendix contains topics for a comprehensive problem-solving-based curriculum. (Author/KSM)