Institutional success of an instructional model that featured peer instruction, a strict performance orientation, and an insistence on mastery of specific skills led developers to believe the same model could be used by communities to disseminate skills and information at low cost and with efficiency. The system was utilized in setting up an Indian adult education program for four rural communities in Northern Maine. The core of the program was the precisely written performance criteria for each of the learning models. A local master craftsman taught the skill to one student, the student practiced until he mastered the skill according to the criteria checklist, and then he in turn became the teacher and passed the information on to another. The "each one teach one" philosophy permitted students to work without pressure at their own pace, to learn in their own language, and to work with someone they knew and trusted. Each community determined what types of instruction it wanted; the learning models drawn up included such areas as basketry, installation of studding, insulation, wallboard and molding, legal rights, home maintenance and repair, and making children's trousers. Community response was favorable and the program considered highly successful. This report describes the program and how it was conducted, and lists job descriptions and functions of the program administrators. (DS)