This paper examines the goals of education which should include the transmission of knowledge, training of skills necessary in a technological society, training of intellectual/abstractive capacities, autonomy and flexibility, and healthy personal and interpersonal functioning. The author argues that a process-oriented classroom approach is more apt to help students reach these goals than traditional classroom teaching methods. Traditional educational practices are almost exclusively preoccupied with content or the assimilation of knowledge. While there is an earnest attempt to teach intellectual skills, knowledge is all too often transmitted by rote and students are mainly motivated by external factors such as grades and credits. Focus on academic content, individual achievement, and competitive training interfere with further adaptive social learning. During his five years of college teaching the author has utilized a process-oriented classroom approach which has helped students achieve the goals listed above. In conjunction with the instructor, students choose the course goals and content and negotiate work contracts and grading contracts. Few restrictions on style or focus are placed on their projects. The course receives very high student evaluations. The author points out, however, that there are problems to this approach. Included among these are the great time and energy demands on the instructor, the difficulty that some students experience with this learning format, and the institutional pressures. (Author/RM)