Mastery learning is a systematic approach to instruction in which students are required to attain specified levels of competence. This paper provides a rationale for using mastery learning in the introductory public speaking course and clarifies the differences between traditional and mastery learning approaches by contrasting their assumptions and applications with regard to public speaking. It then examines four elements involved in designing and implementing a mastery learning approach: (1) writing performance objectives; (2) dividing the course into small units, ordering them, and sequencing the tasks; (3) selecting basic instructional procedures; and (4) developing methods through which students can demonstrate and be evaluated on mastery of the course learning objectives. The paper provides an illustration of one way in which units of study could be formulated and sequenced; sample objectives for each unit proposed are included. (GW)