This chapter examines several aspects of the instructional development (ID) process as it occurs in higher education, and presents arguments: (1) in favor of using students in various aspects of the instructional development process; (2) in favor of "shotgunning" rather than taking on only large projects; and (3) against confusing instructional development with faculty development. Many of the well-established assumptions currently governing ID in higher education are questioned, and it is argued that reaching a consensus on the issues of instructional development is not as important as each instructional development program establishing its own priorities and enhancing its own public image. Finally, it is concluded that the nature of the impact of instructional development is not yet known, but that it will be determined by the issues examined in this chapter. A 15-item bibliography is provided. (Author/EW)