As a supplement to the Los Rios Community College District Master Plan, this paper provides a model for student diagnosis within the district's instructional programs. The report first identifies three diagnostic areas: determination of the remedial instruction needed by students, identification of their preferred learning styles, and survey of their aptitudes and educational objectives. Seven recommendations for the implementation and integration of the diagnostic model within instructional programs are then provided: (1) establish a formalized diagnostic program; (2) encourage all full-time students to undergo diagnosis and enter the instructional program at the educational skill level most appropriate to their current abilities; (3) develop a "pre-college" curriculum to improve learning skills; (4) establish and articulate minimum learning skill levels for each course offered; (5) provide cumulative conceptual levels of instruction for all introductory general education courses; (6) use competency-based instruction where appropriate; and (7) promote the further use of self-paced, open entrance/open exit, computer-assisted instruction. A rationale for each recommendation and a discussion of factors affecting its implementation are presented. The appendix describes a survey of the instructional practices of district faculty. (JP)