This paper presents a nontraditional definition of competency and describes in detail a comprehensive model for the development of competency-based curricula based on that definition. The model was developed through the anasynthesis procedure and was validated through application in the development of competency-based curricula for three programs at the University of Minnesota. A flow chart of the model's seven major components and a detailed outline of its subprocedures are presented, and alternative strategies for accomplishing each components are discussed. (JG)