The Transitional Curriculum Program at Virginia State University, which is designed to develop underprepared, dependent learners into independent university students, is described. After distinguishing several types of underprepared learners, the following variables are considered: learner success, role of the instructor, and instructor "support variables." Support variables refer to flexible time schedules for learning, group size and facilities, student testing, and teacher abilities in relation to content knowledge and managerial qualities. The purposes of educational assessment and testing are considered, and norm-referenced testing, criterion-referenced testing, and cutting scores and standards are addressed. The developmental studies component is designed to improve basic skills by providing individually prescribed remedial coursework and skills laboratories. It is anticipated that many of the underprepared students will require more than four years to complete their studies. Under the transitional curriculum model, developmental courses will be taught by faculty from various departments, and resources from the Student Assessment Center will be integrated into instruction. This center will initially diagnose student levels of achievement, monitor student progress, and provide counseling. Faculty development, general studies, and program evaluation components are also considered. (SW)