A review of task analysis procedures beginning with the military training and systems development approach and covering the more recent work of Gagne, Klausmeier, Merrill, Resnick, and others is presented along with a plan for effective instruction based on the review of task analysis. Literature dealing with the use of task analysis in programmed instruction designed to teach concepts and principles is summarized. Topics relating to instructional objectives and the organization of subject-matter knowledge, learning hierarchies, hierarchical dependency in cognitive development, and instructional analysis and sequencing are examined from a task analysis perspective. Research recommendations and critique are provided. (Author)