This study applied a path model, developed from factors associated with instructional development success in the United States, to a similar instructional development environment in Australia. These factors included institutional commitment, faculty rewards, instructional design staff expertise, campus audiovisual production services, program evaluation, and faculty interest in innovation. A 3-part questionnaire was administered to project directors: Part I identified the general nature of the project and the person responding; Part II consisted of a 50-item measure of perceived success factors in instructional development; and Part III provided for self-ratings of project success. The most important findings have been the completely different factor structures. Where respondents in the United States saw the issues as provision of support services, organizational support with good administrative systems, faculty incentives, and financial resources, the Australian respondents saw the major issues as provision of support and administrative services, status of the project internally and externally, positive and clear innovative climate, and expertise and skills of the faculty to carry out the project. (RAO)