Background, rationale, and consequences of a plan for teaching introductory undergraduate psychology are described. The setting is a college where eight to ten members of the psychology department have traditionally shared the teaching of introductory courses. The faculty recognized that there was not consensus on the content of an exemplary introductory course in psychology, so each professor tended to stress his or her own specialized area: human learning, psychobiology, or motivation and emotion, for example. Ultimately, the faculty decided to name the sections according to their content, making certain that several fundamental topics were included in all sections. Also, one general course open only to freshmen was established for those with weak backgrounds. All other students are required to take any two specially named introductory sections before electing a nonintroductory yearlong course in experimental psychology. The author believes that this fragmented approach to teaching introductory psychology is better than a core course approach because the field of psychology is a fragmented discipline. One problem which has been identified is the minimal transfer between method and content of the introductory courses to the experimental psychology course. A potential problem, that faculty would become more restricted to their interests, has not occurred. (AV)