This paper presents the thesis that information gained from the extensive research on conservation training can be utilized in planning curriculum content and teaching strategies, especially in concept acquisition. It is suggested that precise teaching techniques have been created and evaluated in studies of conservation training, and that every curriculum concept can be analyzed as a conservation concept by distinguishing relevant and irrelevant attributes. The child's understanding can then be tested by probing his or her ability to separate these two classes of attributes. Subsequent training would involve use of previously evaluated procedures for providing information and/or problem solving skills for segregating and integrating the relevant and irrelevant attributes. The general conservation training paradigm is presented, as are eight training procedures based on research. Possibilities for extended applications are discussed. (BD)